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Smartphone Assisted Language Learning and Autonomy

Author

Listed:
  • Adrian Leis

    (English Education Department, Miyagi University of Education, Sendai, Japan)

  • Akihiko Tohei

    (Sakura no Seibo Junior College, Fukushima, Japan)

  • Simon D. Cooke

    (Tohoku Institute of Technology, Sendai, Japan)

Abstract

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.

Suggested Citation

  • Adrian Leis & Akihiko Tohei & Simon D. Cooke, 2015. "Smartphone Assisted Language Learning and Autonomy," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 5(3), pages 75-88, July.
    • Handle: RePEc:igg:jcallt:v:5:y:2015:i:3:p:75-88
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    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJCALLT.2015070105
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    Cited by:

    1. Rastislav Metruk, 2022. "Smartphone English Language Learning Challenges: A Systematic Literature Review," SAGE Open, , vol. 12(1), pages 21582440221, February.
    2. Liuyan Yang, 2022. "Student Engagement With Teacher Feedback in Pronunciation Training Supported by a Mobile Multimedia Application," SAGE Open, , vol. 12(2), pages 21582440221, April.

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