Using Smartphone in Class for ESL Students

Introduction

In the current educational society, students use various mobile devices including smart phones, PDAs, MP3 players as well as GPS devices in order to promote their learning activities and practices (Agbatogun, 258).  Furthermore, through the use of smartphones learners are able to play computer games, to do homework assignments as well as to promote their leaning experiences with their fellow students in the society. It is also worth noting that using smartphone forms one of the major controversial issues in American education society today. This is because the use of smartphones has improved media learning practices in the society especially for second language learners. Moreover, the use of smartphone also helps in assisting second language learners to improve and increase their competence and proficiency levels (Bartlett, & Fischer, A6). It is also true and evident from a number of research based studies and reports that Fairborn City School which is one of the new education centers in the United States of America has improved their students learning experiences and English language background through the use and application of smartphones and other new education technological materials and resources. The school has involved the use of smartphone applications in order to improve and promote their students learning experiences in the society. The school has enrolled new students with no English language experience and background and use Japanese teacher’s iPhones in order to teach the students some English basics. This has been achieved through Google translation procedures and applications thus improving the learning experiences of the student.  This is a clear indication that teachers should promote and include the use of smartphones in elementary education systems in the society.  However, there are those who argue that the use of smartphones is not effective in promoting learning experiences of students in the society.  

Therefore, the main purpose, aim and objective of this research paper is to analyze, investigate and outline the importance of using smartphones in classroom settings especially for the English Second Language students.  The paper will also include the viewpoints and opinions of individuals who oppose and reject the use of smartphones towards promotion of students learning experiences in the society. The paper will also focus on the example of Fairborn City School which is one of the new education centers in the United States of America involving the use of smartphone technologies in order to improve their ESL learning experiences and activities.

Body paragraphs:

1. Dynamic Classroom

a.   Support

According to a number of research studies and reports, it is evident and clear that the use and application of smartphones can improve the learning activities and experiences especially in dynamic classroom settings.  For example, the use of smartphones can allow dynamic learners in the classroom in order to comfortable communicate with their teachers at different environments and regions in the society. Furthermore, smartphones can also be used in promoting learner’s self-evaluation and self-reflection activities thus a powerful tool towards the achievement of their academic success in the society (Agbatogun, 263).   This is because smartphones is a mobile application tool that can allow the learners to access educational resources anywhere in the society. Smartphones are also importance towards dynamic classroom learning activities since it can be used for independent learning activities in the society. This will allow learners to improve their learning experiences through performance-based evaluation systems.  There are also those who argue that smartphone application and use in elementary education systems can promote both collaborative and social learning behaviors of the learners in the society.  This is because the teacher can effective access learner’s feedback through the use of smartphones in elementary education systems.  It is also true that the use of smartphones in educational settings can promote multi-functions such as video recording, photo taking, internet access as well as the promotion of independent learning by students.

b.         Support

It is also worth noting that the use of smartphones towards elementary learning activities of students in dynamic classroom settings will allow the students to have proper interaction with their teachers. This will allow the teachers to evaluate the achievement of each learner in the class thus improving the academic proficiency and success of the students.  Through the use of smartphones learners can effectively surf the web and other social media sites and access educational information and resources.  This can also allow the students to download electronic textbooks and gather important information towards their class-room activities.

2-         Different learning style

1. Support

According to a number studies and reports, it is true and evident that the use of smartphones can effectively help in adopting different learning style especially by the learners in the society. This is because the use of smartphone technologies allow the learners to use and combine different apps in accessing educational resources in the school environment.  For example, second language learners will have the ability to access e-books and other educational resources through the use of different mobile applications.  Current research studies and reports also indicate that majority of students enrolled in different colleges are today having and own smartphones and they mainly use in order to adopt new and different learning behaviors and styles.

• Support

The use of smartphones can effectively promote different learning styles of learners especially through the creation of different language programs in mobile applications. This will promote the learners acquisition of English language in the society.  Through the use of smartphones learners can also access different songs and music genres in English language. According to several research based studies and reports, learners mostly acquire language proficiency through the use of songs thus smartphone music application will promote the second language learners English proficiency and competency.  Some of the major language skills that learners can adopt through the use of smartphones include writing skills, listening skills as well as reading skills (Hannafin 77).  Learners can also use smartphones in order to take notes and check their examination results and grades.  The application and use of smartphones in education settings can also provide the learners with the opportunity to record lectures and also take videos based on class experiments.  They can also play educational games through the application of smartphone devices.  This will also improve students’ communication with other classmates in the society.

1. Connect learning English with other usage (every day usage)

The use of smartphones promote learners ability to communicate with their teachers. This also promotes learners ability to communicate in English in their everyday social activities and experiences.  Smartphone applications also improve student’s levels of organization especially towards their school activities. This is because the application of smartphones allow learners to create and share documents with other others in the society.  The use of smartphones also improves student’s engagement in school activities especially at home. This usually assist struggling language students to extend their learning experiences at home.  It is also worth noting that the use of smartphones can allow ESL learners to access new information, emails and to keep track of their activities.

1. English in Social Media.

Majority of social media platforms used by students in the society such as Twitter, Facebook and YouTube are mainly in English language (Delacruz, 63).   In that sense, the use of smartphones by students to access social media activities will increase and improve their English language proficiency in the society (Delacruz, 65).   The learners can also use social media in order to upload notes and share data with other classmates thus promoting their proficiency levels and competency (Delacruz, 66).  Social media also allow learners to share their information through interactive and collaborative learning experiences.  English second language learners can also involve the use of Google drive, emails as well as other social media platforms in order to share academic information resources with others in the society (Agbatogun, 265).   The use of social media is important towards learning and teaching activities between the learners and the teachers. This is because the use of smartphones can allow teachers to send information to their students at any time of the day (Delacruz, 63).   In that sense, all second language students should be encouraged to adopt and involve the use of social media platforms and procedures.  Despite this, mobile internet service tariffs form one of the challenges facing many second language learners in various school settings in the society (Sawyer).  The use and application of social media in everyday activities of the students can promote and lead to effective learning and teaching experiences in the society. The social media also allows the students to subscribe to a number of English publications and email systems in the society.

• Usage English professionally

The use of smartphones involves the application of various English language programs and applications thus improves learner’s English proficiency (Yu-Ju, 2013).   Furthermore, smartphones use high standard and professional English language thus promotes second language learners English proficiency (Ferlazzo, & Hull-Sypnieski). This usually provides second language learners with new language skills and knowledge in the society.  However, it is important that teachers should choose and select smartphones apps that are easy to use for teaching and learning new language skills and experiences (Delacruz, 68).    Teachers should also promote and include their learners in informal learning, problem based learning as well as outdoor learning activities in order to increase their learner’s English proficiency (Delacruz, 69).   The use of smartphone playing multi-media contents and recording systems can also improve the learners English language competency and proficiency (Delacruz, 62).  This will allow teachers to share movies, audio files as well as other learning materials through the use of smartphones. It is also true that smartphones have Bluetooth and Wi-Fi system that can be used by learners in sharing their educational resources (Delacruz, 67).    Due to this, there are a number of schools where ELS students are currently being given smartphones for their educational activities. They use these smartphones to access internet, do their homework and also send-emails to their teachers in schools.  The smartphones also allow the students to conduct web-based English research works, to scan their documents as well as take video of their major lecture activities (Delacruz 62).  

4- Counter Argument.

Despite this, there are those who argue that the use of smartphones in schools promote students cheating activities especially in examinations (Delacruz 66).   Some students may also divert the educational use of smartphones and involve in other social bad practices such as gossiping in class and watching pornography movies in the class. This will lead to students adopting bad social behaviors in the society. The use of mobile phones such as smartphones is also very expensive to majority of individuals in the society thus should be discouraged (Delacruz 65).    Lack of enough and proper network connectivity is also another challenge that reduce the effectiveness of smartphone use in educational settings.  It is also true that students usually lost their smartphones or some of the smartphones are prone to damage thus reducing learner’s ability to acquire educational resources (Rambe, & Bere 555).   Others also argue that smartphones and mobile devices usually distract students focus thus reduce the achievement of their educational goals and objectives (Delacruz 63).  

5. Reputal the Counter Argument.

Despite this, teachers should train their learners towards the use of smartphones in their classroom activities in order to promote their education achievements and academic proficiency.  The school and educational policy makers should develop proper curriculum in order to promote the use of smartphones in teaching and acquisition of second language proficiency and competency in the society (Delacruz 65).   This will promote effective use of smartphones towards student’s second language acquisition and learning experiences in the society. The teachers and educational managers should also purchase enough smartphones in order to ensure that all the ESL students can afford smartphones (Delacruz 67).   Proper regulations and monitoring policies should be provided in order to reduce student’s use of smartphones to cheat in exams (Delacruz 64).   This will lead to effective use of smartphones by second language learners in the society.

6- Conclusion

In conclusion, it is evident and clear from this paper that the use and application of smartphones towards second language learning activities of students in the society can effectively improve students’ levels of language efficiency and competency. This has been applied in a number educational institutions including the Fairborn City School which is one of the new education centers in the United States of America. The school has involved the use of smartphones and other educational media technological resources in order to improve and promote their new students English language learning experiences and proficiency.  The use of smartphones also helps in improving student’s self-evaluation and self-reflection in the society thus improves their second language achievement and success in the society. Despite this, there are those are those who argue that the use of smartphones is very expensive towards students learning and teaching activities in the society.

Works Cited

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Bartlett, Tom, and Karin Fischer. “Big Influx Of Chinese Students Proves A Tricky Fit For U.S. Colleges. (Cover Story).” Chronicle Of Higher Education 58.12 (2011): A1-A7. Professional Development Collection. Web. 4 Nov. 2015

Bere, Aaron. “Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology.” British Journal of Educational Technology 44.4 (2013): 544-561.

Delacruz, Stacy. “Using Nearpod in elementary guided reading groups.” TechTrends 58.5 (2014): 62-69.

Ferlazzo, Larry, and Katie Hull-Sypnieski. “Teaching Argument Writing to ELL.” Educational Leadership (2014).

Hannafin, Michael J. “The Uses (And Misuses) Of Collaborative Distance Education Technologies Implications for the Debate on Transience in Technology.” Quarterly Review of Distance Education 16.2 (2015): 77.

Sawyer, Mary. “BRIDGES Connecting With Families to Facilitate and Enhance Involvement.” Teaching Exceptional Children (2014): 0040059914558946.