Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department

Includes bibliography (sheets 86-93)

ABSTRACT
This thesis aims to examine the utilization of smartphones by students Studying
English Language Teaching (ELT) for the purpose of language learning. Given the
rapid proliferation of smartphones and their pervasive integration into everyday life,
comprehending their role as tools for language learning becomes crucial. The objective
of this research is to explore recurring themes in the employment of smartphones by
ELT students, shedding light on the potential benefits and challenges associated with
their integration into language education. Employing a qualitative approach, this study
employs semi-structured interviews to collect data from a diverse sample comprising
33 ELT students and 2 ELT teachers. The study population encompasses students at
various educational levels, enrolled at Cyprus International University (CIU), with a
particular emphasis on their experiences and practices pertaining to language learning
through smartphone platforms.
The thesis commences with an exhaustive review of the existing literature, examining
prevalent theories, frameworks, and studies pertaining to MALL. This literature
review delves into the advantages and challenges associated with the utilization of
smartphones in language learning contexts. The research findings divulge several
recurring themes concerning the use of smartphones by ELT students for language
learning purposes. These themes encompass smartphones serving as reference tools,
research tools, collaboration tools, data gathering tools, and repositories of language
materials. Each theme is subjected to meticulous examination through qualitative
analysis of the amassed data. The ensuing discussion section interprets the research
findings in light of the extant literature, emphasizing the pedagogical implications of
integrating smartphones into ELT classrooms.
Additionally, the discussion addresses the challenges associated with smartphone
usage, including potential distractions and the necessity for effective guidance and
digital literacy skills. Based on the research findings, the thesis provides pedagogical
recommendations to enhance the integration of smartphones in language learning
contexts. It suggests strategies to engage students, foster learner autonomy, and
maximize the benefits of language learning activities conducted through smartphones.
Furthermore, guidelines are proposed for incorporating mobile apps, language learning
platforms, and resources into the curriculum to facilitate proficient implementation and
support ELT instructors and institutions. This research holds significant importance
for students engaged in ELT, as it introduces novel instructional approaches.
Nonetheless, successful implementation of these ideas necessitates the presence of
pedagogical infrastructure and adequate training. To effectively acquire English
language skills in ELT courses, active participation in efficient learning methodologies
is proposed.
Keywords: ELT Students, Language Learning, Smartphone, Technology