Mobile or hostile? Using smartphones in learning English as a foreign language11

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dc.authoridSad, Nihat/0000-0002-3169-2375
dc.authoridÖzer, Niyazi/0000-0001-7745-6645
dc.authoridÖztürk, Fatih/0000-0002-1043-4000
dc.authorwosidSad, Nihat/AAD-5926-2020
dc.authorwosidÖzer, Niyazi/C-6402-2013
dc.authorwosidÖztürk, Fatih/ABE-2275-2020
dc.contributor.authorSad, Suleyman Nihat
dc.contributor.authorOzer, Niyazi
dc.contributor.authorYakar, Umit
dc.contributor.authorOzturk, Fatih
dc.date.accessioned2024-08-04T20:52:14Z
dc.date.available2024-08-04T20:52:14Z
dc.date.issued2022
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational model. The data were collected from the 428 freshmen attending the English preparation programs run at Inonu and Firat Universities, Turkey, using Smartphone Use in Learning Foreign Language Scale. The results showed that participants use their smartphones more frequently to engage in English listening and speaking activities than reading and writing activities. The participants also believe that smartphones scarcely have adverse effects on learning English. However, it was also found that the more time students spend online, the more they suffer from the adverse effects of smartphones in terms of language learning. Results about gender revealed that female students use their smartphones more frequently than their male peers to engage in formal language learning activities. Significant differences related to frequency of smartphone use for both formal and informal language learning purposes were detected, with the Business Administration and Molecular Biology and Genetics department students showing higher frequency. No statistically significant difference was found between students' views about using smartphones for language learning according to the types of Internet connection (Wi-Fi, mobile data, or both).en_US
dc.description.sponsorshipInonu University [SBA -2017-819]en_US
dc.description.sponsorshipThis work was produced from a project supported by Research Fund of Inonu University with Project number SBA -2017-819.en_US
dc.identifier.doi10.1080/09588221.2020.1770292
dc.identifier.endpage1057en_US
dc.identifier.issn0958-8221
dc.identifier.issn1744-3210
dc.identifier.issue5-6en_US
dc.identifier.scopus2-s2.0-85135794732en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1031en_US
dc.identifier.urihttps://doi.org/10.1080/09588221.2020.1770292
dc.identifier.urihttps://hdl.handle.net/11616/100836
dc.identifier.volume35en_US
dc.identifier.wosWOS:000541351400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofComputer Assisted Language Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAdverse effectsen_US
dc.subjectmobile assisted language learningen_US
dc.subjectmobile learningen_US
dc.subjectsmartphonesen_US
dc.titleMobile or hostile? Using smartphones in learning English as a foreign language11en_US
dc.typeArticleen_US

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