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:
BIBLOGRAPHY
·
AlKahtani, S. (1999). Teaching ESL reading using computers. The Internet
TESL Journal, 5(11). Retrieved from
·
Constantinescu, A. I. (2007). Using technology to assist in vocabulary
acquisition and reading comprehension.
·
Davies, G., & Hewer, S. (2012). Introduction to new technologies and
how they can contribute to language
·
Dudeney, G. & Hockly, N. (2007). How to Teach English with
Technology. Harlow: Pearson Education Limited
·
Hockly, N. (2012). ‘Technology for the Language Teacher: Mobile
learning’. EFL Journals. 67 (1), 80-84. Oxford University Press.
·
Hoven, D. (1999). A model for listening and viewing comprehension in
multimedia environments. Language Learning & Technology, 3(1), 88-103.
Retrieved from http://llt.msu.edu/vol3num1/hoven/index.html
·
http://www.pewglobal.org/2015/03/19/1-communications-technology-in-emerging-and-developing-nations/
·
Kenworthy, R. C. (2004). Developing writing skills in a foreign language
via the internet. The Internet TESL Journal, 10(10). Retrieved from
http://iteslj.org/Techniques/Kenworth-WritingSkills.html
·
Language Teachers (ICT4LT), Slough, Thames Valley University [Online].
Retrieved from http://www.ict4lt.org/en/en_mod1-1.htm
·
Liu, L. & Leina, L. (2012). ‘Designing Principles of Mobile Learning
in ESP Course for Chinese Students’. Procedia Social and Behavioral Sciences.
2, 142-148. Elsevier Ltd.
·
Richards, J.C. (2006). Communicative Language Teaching Today. Cambridge:
Cambridge University Press.
·
Taleb, Z. and Sohrabi, A. (2012). ‘Learning on the move: the use of
mobile technology to support learning for university students’..
·
The Internet TESL Journal, 13(2). Retrieved from
http://iteslj.org/Articles/Constantinescu-Vocabulary.html
