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UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL

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Alfarwan S.

Teaching English with Technology

2019

vol. 19

issue 1

102-117

This study investigates the potential, in relation to learning and using English, which exists in the current access to and use of new technological devices by university students who are not native speakers of English. As an example case, the availability of a range of devices to 138 Saudi English and Business students at a Saudi university was ascertained through a survey, along with their current use both in general, and specifically involving English, both on and off campus. Students and teachers were also interviewed in order to illuminate the further enhancement of student use of their devices for English improvement. The findings indicate that a range of electronic devices, especially smart phones and laptops, are owned by, or to a lesser extent accessible in other ways to, students. English majors however far outstrip Business majors in access to and use of devices. A considerable proportion of use of devices, especially by English majors, is already English-related. On two measures, it is the smart phone which has the greatest potential for further exploitation in relation to English, followed by the laptop and tablet, and for English majors the TV. Based on teacher and student comments, recommendations are made for such English as a foreign language contexts as to how best to move forward to exploit this potential for both groups of students.

Interactive Talks

84%

BAKONYI, V. H., ILLÉS, Z. D., ILLÉS Z. I.

Edukacja-Technika-Informatyka

2015

vol. 6

issue 1

298-303

Nowadays people, especially young people usually use several mobile devices in the same time. This means, that they can reach any information just in time, so they are not patient any more to listen to anything which is not interesting for them in the moment. What does it mean in the context of university life? Is it true that university talks are living their last hours? They are boring because only one person is speaking for 90 minutes and nothing else happens? Are they really unnecessary because everything is on the net somewhere? Can we change this kind of attitude somehow? How can we make the talks more interactive? Our personal student response system.

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1 Edukacja-Technika-Informatyka

1 Teaching English with Technology

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1 Alfarwan S.

1 BAKONYI, V. H.

1 ILLÉS Z. I.

1 ILLÉS, Z. D.

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UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL

Interactive Talks