Exploring the use of smartphones for writing tasks in the English classroom
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Authors
Mabarook, Sufian
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Sudan
Abstract
Context: This research was conducted at a public secondary school in Khartoum, Sudan, focusing on Grade 9 students aged 16 to 18. The study addresses the potential of smartphones to enhance English writing skills, given students' limited resources and previous emphasis on reading skills over writing.
Aims: The study aims to explore the effectiveness of using smartphones in writing tasks, assessing students' perceptions, the frequency and manner of smartphone use for writing, and the specific writing tasks facilitated by this technology.
Methods: Data were collected through questionnaires, classroom observations, and a reflective journal, aiming to understand how smartphones could aid in managing writing tasks, accessing information, and collaborative learning.
Findings: Students used their smartphones to gather information, review vocabulary, and manage writing tasks collaboratively. Effective uses included writing short paragraphs, emails, and messages on social media. Challenges included distractions and difficulties with typing and managing pages. Interventions improved students' ability to locate letters and use smartphone features effectively.
Implications: The study highlights the potential of smartphones as valuable tools for engaging students in writing tasks, suggesting the need for strategies that minimize distractions while maximizing the educational benefits of mobile technology.
Aims: The study aims to explore the effectiveness of using smartphones in writing tasks, assessing students' perceptions, the frequency and manner of smartphone use for writing, and the specific writing tasks facilitated by this technology.
Methods: Data were collected through questionnaires, classroom observations, and a reflective journal, aiming to understand how smartphones could aid in managing writing tasks, accessing information, and collaborative learning.
Findings: Students used their smartphones to gather information, review vocabulary, and manage writing tasks collaboratively. Effective uses included writing short paragraphs, emails, and messages on social media. Challenges included distractions and difficulties with typing and managing pages. Interventions improved students' ability to locate letters and use smartphone features effectively.
Implications: The study highlights the potential of smartphones as valuable tools for engaging students in writing tasks, suggesting the need for strategies that minimize distractions while maximizing the educational benefits of mobile technology.
Description
Keywords (free text)
english as a foreign language , writing , smartphones , social media , exploratory action research