Faiqa Azam
University of Lahore
Abstract
This research is
all about impact of internet and smartphones on language learning. This study
examines that how internet and smartphones can be proved effective in learning
a language. This study is carried out within the population of English Language
classes at Masters Level. The data has been analyzed through the help of
interviews from the teachers and questionnaires by the students. This research
will be helpful for the new language learners and for the instructors too as
well. Objectives of this research are to find out how teaching and learning of
Language changes with the introduction of Internet and Smartphone's at the same
time to give recommendations that how the use of Internet and Smartphone's can
be improved for learning and teaching of English Language. Resultantly, the
research reaches the conclusion that internet and smartphones are playing vital
role in learning languages and there will be a time when this technology will
be fully demanded for learning languages in developed countries too.
Key Words: Internet, smartphones,
communication and language.
Introduction
From
books and boards the language learning is shifted to virtual learning
environment. Internet and smartphones are playing their vital roles in this
regard and around the world teaching and learning is made convenient through
internet and gadgets like smartphones. Language and communication are
two things interlinked with each other similar to every technology. The basic
purpose of Internet and Smartphones was communication but later on it was
turned for language purposes. Today we are having the latest technology in the
form of Internet and Smartphones. Both are the key sources of information in
every field as well as in the learning of English Language.
Internet is the
source which provides learners an opportunity to connect with each other on a
single platform to share their views and opinions in the form of blogs,
websites and different social media. Research
on the potential of blogs for enhancing second language acquisition has been
growing since the start of this century (Duber, 2002; Godwin-Jones, 2003. Social networking Websites, such as YouTube,
Twitter, and Facebook, have become extremely popular among Internet users who
wish to share their ideas, videos, and other activities online (Dieu &
Stevens, 2007). After the times of
computers our 21st century is receiving knowledge from Smartphones.
This new phone gives the human the great opportunity to learn language, from
the amazing hidden technology in the mobiles. These new mobiles, which have the
special effect by the modern touch-screen, give familiarity of different operating
systems. The three operating systems that are known worldwide are so called:
IOS (Apple), Android (Google) and Symbian (Nokia).
Chambers & Bax, called the integration
of technology with language learning process as Normalization. With normalized environment we mean to learn
language at time when we want to rather than some scheduled boring classroom
lectures (Chambers & Bax, 2006. Internet and latest phones provide
liberty to learners to practice and learn language by focusing separately on
individual skill. Books are easily
accessible on mobiles in the forms of different formats mostly in pdf version
which otherwise a difficult and costly matter. This certainly seems to be true
for Pakistan, as obtaining these books by any other means is both difficult and
costly. Internet and Smartphone’s have replaced the printed learning material
like books. Recently Punjab Government announces to replace books with
Tablets in schools and some private Institutions have already taken that step.
Before teachers were the only source of information for students but now
Internet has vast range of information.
Research Objectives
1.
To find out the use of Internet as medium of
language learning.
2.
To find out the use of smartphones as medium of
language learning.
3.
To find out positive impacts of Internet on language
learning.
4.
To find out positive impacts of smartphone on language
learning.
Literature Review
This research is
about the impacts which internet or modern mobile phones leave on the learners,
later through the analysis of data the question is answered either these modern gadgets and internet have
positive impacts towards the learning or they are not merely useful for
learning. This part of my study is based on the previous researches conducted
on the similar topics, their analysis and their link with present research. (Daesang Kim, Daniel Rueckert, Dong-Joong Kim,
Daeryong Seo,, October 1, 2013) conducted a research
on student’s experiences and perceptions of learning through mobile phones. In
their study, they used pre and post study surveys in classroom before and after
class projects for the collection of data. Fifty three master’s students in
TESOL from three different graduate classes during spring 2012 at one central
US University take part in research through different class projects.
From these fifty three students
seventeen were male and 36 were female aged between twenty one to fifty years.
All students were divided into two groups, one with mobile phones holding
latest technology and other with the moveable PC (laptops etc.). The findings
from the study shows that on large account students lack access towards these
latest phones or some hesitancy is there for using these mobiles out of the
classroom especially for learning purposes. (Chunyi Lee, Keng-Chih Hsu, Ru-Chu Shih) They conducted a
research regarding C and U message, its effects while implementing a language using
the smartphone technology at college level. (ANNA COMAS-QUINN, RAQUEL MARDOMINGO, CHRIS
VALENTINE., 2009)
In their article they created some mobile blog which can be a support to
constructivist, they used 400 students of eight universities with Spanish as
their second language as sample. Earlier the plan was to use simple technology
but due to some restrictions (Financial, Pedagogical and Practical) the plan
was changed and each member used his/her personal multi- functional mobile
phone. Students had to send the data collected through their mobiles to the
blogs. The whole process did not achieve what was expected from it but it
provided the first experience and opened the new ways towards this matter.
Methodology
This study deals
with the impact on language due to the recent technological inventions such as
smartphones and internet. Further it is to see whether both technologies have
any role while learning English language and to find the percentage, role and
effectiveness. This Research is carried out through quantitative method. The researcher employed two research tools for
the collection of data that are relevant and accurate as well. For this,
researcher used close ended questionnaire filled by the students and interviews
conducted from their teachers. For the purpose of answering the questions
students have to choose one option from two. Either they choose “Yes” for their
answer or they go against the statement and choose “No”. While for interview,
teachers will be asked open ended questions. Data will be gathered in the time
span of two weeks. Population selected for this research comprises of the
English language students from NUML, Lahore campus and Lahore College for Women.
Due to the time constraint and shortage of resources the sample of the current
study is limited to 80 students and 10 teachers. Sample will be selected
randomly.
Data Analysis
Questionnaires
I use internet for language learning.
Table No: 1
Decision
|
Yes
|
No
|
Percentage
|
68%
|
32%
|
Graphical Presentation
The above graph is about the
percentage of individuals, using or not using internet for language learning.
On the one axis we have the percentage and on the other axis we have decision.
According to the questionnaire filled by 80 students, 54 of them answered in
Yes which is 68% of the total while other 26 students answered in No which is
32% of the total number of students.
5.
I use Smartphone for language learning.
Table No: 2
Decision
|
Yes
|
No
|
Percentage
|
66%
|
34%
|
Graphical Presentation
The above figure is about the students
learning English language through smartphones. According to the survey 66%
students answered that they use smartphone for language learning. On the other
hand 34% are those students who do not use smartphones for learning language.
My focus is on learning accent through
internet and smartphones.
Table No: 3
Decision
|
Yes
|
No
|
Percentage
|
48%
|
52%
|
Graphical Presentation
The above diagram is about learning
accent through internet and smartphones. In the graph we can see that the focus
of 48% of students was on learning accent while using internet and smartphones
for language learning and rest of the students do not focus on the accent
learning from smartphones and internet.
My focus is on learning vocabulary
through internet and smartphones.
Table No: 4
Decision
|
Yes
|
No
|
Percentage
|
80%
|
20%
|
Graphical Presentation
The above chart and table is about the
learning of vocabulary through internet and smartphones. Further it represents
that the large no of students learn the vocabulary with the help of internet
and smartphones and their number is 64, which is the 80% of the total number of
students while other 20% do not learn vocabulary through internet and
smartphones.
My focus is on learning listening
through internet and smartphones.
Table No: 5
Decision
|
Yes
|
No
|
Percentage
|
63%
|
37%
|
Graphical Presentation
The above constructed table and chart
deals with the learning of listening by using internet and smartphones.
Moreover it depicts that the percentage of students using internet and
smartphones for listening is 63% and the percentage of not using these gadgets
for learning listening is 37%.
My focus is on learning grammar
through internet and smartphones.
Table No: 6
Decision
|
Yes
|
No
|
Percentage
|
50%
|
50%
|
Graphical Representation
The above graphical and tabular data
deals with the learning of grammar with the help of internet and smartphones.
The data shows that the percentage of students learning grammar by using
internet and smartphones is 50% which is similar to the students not using
these technological aids for learning grammar.
I prefer to learn English language
from teachers.
Table No: 7
Decision
|
Yes
|
No
|
Percentage
|
94%
|
6%
|
Graphic Representation
The above representations provide data
about student’s preference to learn English language, when they are taught by
the teachers. According to the data and illustrations it can be seen that
majority of the students goes in favor of or prefer to learn English language
from teacher. The students in majority prefer to learn from teachers is 94%
while left 6% do not prefer to learn English language from teacher’s guidance.
I prefer to learn English through
internet.
Table No: 8
Decision
|
Yes
|
No
|
Percentage
|
53%
|
47%
|
Graphical Representation
The above forms of graphical and
tabulated data illustrate the preferences of English language learners for
learning the language with the help of internet. Illustrations tell us that 53%
learners answered in Yes or they prefer internet for learning English language.
In contrast to this 47% have no preference to learn a language using Internet.
I recommend smartphone and internet for language learning.
Table No: 9
Decision
|
Yes
|
No
|
Percentage
|
60%
|
40%
|
Graphical Representation
The above graphical representation is
to know the students recommendations about the use of smartphone and internet
for learning a language. The descriptions tells, about 60% students recommend
to use internet and smartphones for
language learning and other 40% go opposite and do not recommend the use of
internet and smartphone for learning a language.
I prefer to learn English language
through social media.
Table No: 10
Decision
|
Yes
|
No
|
Percentage
|
63%
|
37%
|
Graphical Representation
The above representation of chart and
table states the preferences of students towards learning a language through
social media. Collected data tells that 58% people use social media for the
language learning and on contrary to this 22% have no preference towards
learning language with the help of social media.
Interviews
Have you ever used internet and
smartphones for language teaching?
Table No: 1
Answer
|
Favour
|
Disfavour
|
Number
|
8
|
2
|
Percentage
|
80%
|
20%
|
Graphical Representation
From the analysis of the interviews it
is derived that two out of 10 teachers that are 20% of total percentage, have
said that, they do not use internet or smartphones while language teaching and
remaining eight teachers which are 80% of total ratio, have answered that, they
use internet and smartphones for language teaching. From eight teachers few
have reservations towards the use of smartphones for teaching, but they favor
the use of this technology for learning process. Those teachers who do not use
internet or smartphones for teaching, they are of the view that traditional
method of teaching is better for the students. Some teachers think that, these
devices and internet are beneficial for lecture preparation, but they are less
useful while teaching.
Does it help students in
learning or not?
Table No: 2
Answer
|
Helpful
|
Not
helpful
|
Partially
helpful
|
No
answer
|
Number
|
6
|
0
|
2
|
2
|
Percentage
|
60%
|
0%
|
20%
|
20%
|
Graphical Representation
The statistical analysis displays that
teachers, who have used the electronic and virtual technologies answered that
it, helped students no teacher have said that it do not helped the students.
The proportion of teachers who said that the devices are helpful is 60% while
the percentage of those teachers is 0% who think that, internet and smartphones
are not helpful. On the other hand 20% teachers were those who said that
internet and smartphones are partially helpful for students. Remaining 20%
teachers have no experience of using internet and smartphones, but they think
tools can be helpful for students, if students use them for learning. Almost
every teacher possess reservations, according to them if students use the
gadgets for learning then these gadgets are of great benefit, if one use them
for other purposes then these devices provide no help to students. Few teachers
think that for smart, educated students or students from cities these devices
provide help at large, while students with rural background are not able to
take benefit from it.
How students reflect to it?
Table No: 3
Answer
|
Appreciate
|
Depreciate
|
No answer
|
Number
|
8
|
0
|
2
|
Percentage
|
80%
|
0%
|
20%
|
Graphical Representation
In the above presentation teachers who
are using internet and smartphones for their lectures answered that, those
students who are learning a language in this kind of environment not only
appreciate it but also enjoy the learning. The percentage of teachers with
point of view towards the appreciation by students is 80%. There is not a
single teacher who has answered that, students depreciate the use of the modern
tools and virtual atmosphere. There are 2 or 20% of teachers who have not
experienced such teaching techniques for their teaching of language.
Which area you like or want your
students to learn from internet and smartphones?
Table No: 4
Answer
|
Listening
|
Reading
|
Speaking
|
Vocabulary
|
Other
|
Number
|
7
|
5
|
6
|
2
|
3
|
Percentage
|
70%
|
50%
|
60%
|
20%
|
30%
|
Graphical Representation
6.
Most of the teachers want their
students to learn listening speaking and reading by using internet and
smartphones. Seven teachers prefer that students should learn Listening, and,
they are 70% out of individual 100%. Five teachers want their students to learn
Reading and they are 50%. Six teachers are of the opinion that students focus
is to be on Speaking and their ratio is 60%. Few have a view that the usage of
modern gadgets has to be for learning vocabulary and their proportion is 20%.
Few prefer that students must use the technological and virtual tools for
research work or content learning they are 30%.
Are there any changes brought in
teaching with the introduction of internet and smartphones?
Table No: 5
Answer
|
Yes
|
No
|
Number
|
10
|
0
|
Percentage
|
100%
|
0%
|
Graphical Representation
Teachers who are using or not using
internet and smartphones, all have the same view, all of them think that,
internet and smartphones have changed the teaching methods. Due to these
technologies teaching become interactive, attractive, easy, quick, more informative
and more equipped.
Conclusion
This topic is
based on the discussion about the results of the research, findings derived
from the research and recommendations for learners, readers, and upcoming
researchers. Before the commencement of
research it was expected that the ratio of users of internet and smartphones
for learning a language will be less as Pakistan is culturally bound and
socially weak region, but results are against the expectations. Actual results
are above than expected results. From the results it is deducted that, there
will be a time when language learning will be fully dependent on technologies
like smartphones and internet. Smartphones and internet have not only changed
the way of teaching but also shared the burden of teachers. Further, these
technologies are helping students. In learning a language internet and
smartphones can play a vital role and can be effective tools of language
learning if they are used with proper guidance and motivation.
Recommendations
Following are
the recommendations derived after the analysis of data.
·
Teachers should increase the use and practice of
these electronic and virtual language learning tools.
·
Other than the major skills of language,
pronunciation, grammar and writing should be learnt through internet and
smartphones.
·
Encouragement, guidance and motivation from
teachers is required.
·
There are applications and websites which can be
used to learn English language and the issues of originality of data are very
less. Further these are licensed from world renowned institutions or are
strictly monitored. Some famous and effective websites and applications are as
follows:
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