Smartphone Assisted Language Learning and Autonomy
Adrian Leis, English Education Department, Miyagi University of Education, Sendai, Japan ; Akihiko Tohei, Sakura no Seibo Junior College, Fukushima, Japan ; Simon Cooke, Tohoku Institute of Technology, Sendai, Japan
IJCALLT Volume 5, Number 3, ISSN 2155-7098 Publisher: IGI Global
In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.
Leis, A., Tohei, A. & Cooke, S. (2015). Smartphone Assisted Language Learning and Autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75-88. IGI Global.
Cited ByView References & Citations Map
Impact of the Flipped Classroom Model and Collaborative Learning in Childhood Teaching University Degree
Ana Ortiz Colon, Inés Muñoz Galiano & María Colmenero-Ruiz
Journal of e-Learning and Knowledge Society Vol. 13, No. 3 (Sep 30, 2017)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.