3363 THE PROS AND CONS OF ALLOWING STUDENTS TO USE SMARTPHONE FOR CLASS ACTIVITIES Phạm Thanh Hằng, Phạm Khánh Ngọc, Nguyễn Tấn Minh Khoa Tiếng Anh, Trường Đại học Công Nghệ TP Hồ Chí Minh (HUTECH) G.
THE PROS AND CONS OF ALLOWING STUDENTS TO USE SMARTPHONE FOR CLASS ACTIVITIES Phạm Thanh Hằng, Phạm Khánh Ngọc, Nguyễn Tấn Minh* Khoa Tiếng Anh, Trường Đại học Công Nghệ TP Hồ Chí Minh (HUTECH) GVHD: MA Vũ Xuân Quang ABSTRACT The pros and cons of allowing students to use smartphones for class activities make today's educators face interesting challenges Some professors reflect allowing students to use smartphones for class activities time makes sparing ability perspective and a hindrance to the learning process Students use a smartphone for individual purposes such as text, visiting social sites, and cheating during examinations Nevertheless, smartphones also help students enhance the results of the learning process Students can help them to study conveniently, find information and documents quickly The use of smartphones as cameras to take pictures, record images of information on the board In addition, the phone also helps children contact their family when there is an unexpected job Keywords: pros; cons; smartphones; class activities, educators Introduction Smartphones come with a variety of multimedia phone functions, such as a camera, sound recording, video recording, and so on These characteristics aid students in effectively driving their learning process and ambitions According to Kibona and Mgaya (2015), the majority of smartphone and recreational applications in Tanzania are addictive to both higher and lower-level pupils, affecting their academic performance WhatsApp, Twitter, and Facebook were among the apps listed Furthermore, throughout the years, various learning systems have arisen that utilize ubiquitous learning (u-learning), which is fueled by smartphone capabilities in the learning environment According to Jung (2014), ubiquitous learning (u-learning) combines the features of electronic learning (e-learning) and mobile learning (m-learning) to propel various types of learning ahead via the internet connection process in the 21st century The use of incorporating technological advances and achievements into instructional activities to enhance teaching and learning techniques, forms, and instruments is referred to as technological application in the field of education The student may also use the foundation to gain access to multidimensional knowledge, decrease distances, narrow all Spaces, and save time Students from all around the world may now access schooling in more developed countries because of technological advancements Many universities and colleges have begun 3363 to provide distance learning programs over the internet Students and students may attend online classes from major colleges at a low rate using this mode of education This is a new way for students to study and have access to higher-quality information Pros The use of smartphones by students in class has several positive influences It will attract students' attention and stimulate their interest, as well as boost their confidence and satisfaction To be more specific, the use of devices in class, like tablet devices, provides benefits such as ease of use, speed of access to various learning materials, the ability to search for additional information instantly, take pictures and integrate notes, and communication between teachers and students, as examples (Polyxeni Kaimara, Sofia-Maria Poulimenou 2019) In some cases, using a smartphone in class might be considered a learning tool This device allows students to access a variety of resources, multitask, and be environmentally friendly As a result of the learner-centered approach, these technologies allow them to be more involved in the learning process They build their own knowledge and give them access to a variety of learning tools (Ahmad Wali 2020; C Norris, A Hossain, 2011) Mokoena (2012) argues that the use of smartphones by students improves collaborative learning through its connection to the internet This statement implies that the use of smartphones drives students to be more engaged in learner-centered participation learning This is a vivid indication of the numerous support those smartphones have brought to the students; it advances their understanding by increasing academic performance, social media participation, and information sharing; it helps their social skills by giving them opportunities to seek academic assistance and support According to Buck, Melnnis, and Randolph (2013), Lytle (2012) reports that college students using the StudyBlue FlashCards believed it assists them in memorizing the key terminologies when preparing for their tests The study further states that some students use iPhones for the Evernote Peek application, which serves as a note-taking cloud service, thereby allowing them to sort out their notes and transform them into effective study materials A study conducted by Barr (2011) at Kanda University of International studies shows that using a smartphone in class to study English has some advantages For example, students can take pictures of the whiteboard to capture notes from class, record how certain words are pronounced, practice their English reading skills by using the Google voice recognition feature, practice their vocabulary by using mobile-based flashcard apps, and find other relevant material that helps them practice their English reading skills Cons 3364 The detrimental impact of student mobile phone usage in the classroom is frequently explored in research on student mobile phone use in college classrooms, with an emphasis on non-academic use These include causing the pupil to get distracted (Benjamin, 2016; Berry & Westfall, 2015; McCoy, 2016; Muyingi, 2014) encouraging cheating (Bain, 2015; Campbell, 2006, O’Bannon & Thomas, 2015), attracting the attention of other adjacent pupils (Lowe, 2017; O’Bannon & Thomas, 2015; Tindell & Bohlander, 2012) cyberbullying, scamming, and access to harmful material on the Internet are all examples (O’Bannon & Thomas, 2015) Pupils clearly acknowledge these detrimental effects on themselves and other students in study polls s (Olufadi, 2015; Tindell & Bohlander, 2012) Other harmful impacts of unrestricted mobile phone usage in the classroom have been observed by researchers "Students who use their mobile phones during class lectures tend to jot down less material, retain less information, and worse on a multiple-choice test than those students who not use their mobile phones during class," according to Kuznekoff and Titsworth (2013) (p 251) Furthermore, pupils' ability to focus on other things is harmed by such phone use (Elder, 2013) According to Wei et al (2012), students' usage of mobile phones prevents them from concentrating on the main learning activity in class Students must go back and forth between information processing tasks when sending text messages in class, according to these researchers (e.g., sending a text message and listening to the lecture) Students are distracted by this changeover, and they pay less attention to the topic being taught as a result (Stephens & Pantoja, 2016; Wei et al., 2012) To combat this distraction, teachers should create a technology strategy in the classroom (Tindell & Bohlander, 2012), ideally one that leverages the power of mobile phones for teaching while prohibiting learning-distracting use Conclusion Science and technology, we believe, are all about making more and more progress That is why we spend so much time and effort on them We are proponents of development However, due to distractions, certain gadgets might lead many of our pupils to regress After all, when students arrive in class, they don't want to study, and some of them may believe that the so-called smartphone may help them get through another dull lecture by giving them something they value, such as social media buddies, and so on People are frequently sluggish about checking the content in their books that they actually not comprehend They don't realize, however, that their smartphone is typically not assisting them, but rather hindering their learning progress Students using cell phones can make use of many of the benefits of Internet technology After all, they can play games and watch movies, among other things, while making use of a wide range of features and capabilities However, we believe that cellphones, particularly smartphones, have brought some bad aspects to learning References 3365 Benjamin, E (2016) A college psychology teacher’s experience of cell phone addiction in the classroom: Autoethnographic reflections Global Journal of Human-Social Science Research https://socialscienceresearch.org/index.php/GJHSS/ article/view/1865 Bain, L Z (2015) How students use technology to cheat and what faculty can about it Information Systems Education Journal, 13(5), 92 http://isedj.org/2015-13 - O’Bannon, B W., & Thomas, K M (2015) Mobile phones in the classroom: Preservice teachers answer the call Computers & Education, 85, 110-122 https://doi.org/10.1016/j.compedu.2015.02.010 Lowe, T (2017) Utilizing Cell Phones as a Learning Tool in the Classroom: Preventing Distractions while Increasing Student Engagement (Unpublished doctoral dissertation) California State University Olufadi, Y (2015) Gravitating towards mobile phone (GoToMP) during lecture periods by students: Why are they using it? and how can it be measured? Computers & Education, 87, 423-436 https://doi.org/10.1016/j.compedu.2015.08.013 Tindell, D R., & Bohlander, R W (2012) The use and abuse of cell phones and text messaging in the classroom: A survey of college students College Teaching, 60(1), 1-9 Kuznekoff, J H., & Titsworth, S (2013) The impact of mobile phone usage on student learning Communication Education, 62(3), 233-252 https://doi.org/10.1080/03634523.2013.767917 Elder, A D (2013) College students’ cell phone use, beliefs, and effects on their learning College Student Journal, 47(4), 585-592 Wei, F F., Wang, Y K., & Klausner, M (2012) Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185-204 https://doi.org10.1080/03634523.2012.672755 10 Stephens, K K., & Pantoja, G E (2016) Mobile devices in the classroom: Learning motivations predict specific types of multicommunicating behaviors Communication Education, 65(4), 463- 479 https://doi.org/10.1080/03634523.2016.1164876 3366