Impact Of Mobile Phone Technology To Studying Of English

Running Head: IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH

Impact of Mobile Phone Technology to Studying of English

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IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 2

Pakistan has been one of the countries that education is lowly taken, according to the

research more students tend to drop out from school in younger age than in most of the countries.

The educational system in Pakistan should therefore try to implement new systems of learning to

motivate students from dropping out. Therefore, the paper analysis is meant to address the

educational minister of Pakistan on the impacts of effectiveness of mobile phones to learning of

English. Pakistan is one of the countries that uses English as a second language. Adoption of

mobile phones as a learning tool will have a lot of impact to the Pakistani students.

More importantly, phone application is not the first case in Pakistan, the country well known in

Agricultural production. In research, mobile phones have played a very important role in

advancing ideas in agricultural production. Therefore, if the government can adopt the new

mobile phone technology in advancing agriculture, it can also apply the same in educational

system. Cooperation of English language in making agricultural studies through the mobile

phone would give the people a chance of mastering and advancing in understanding the English

language (Simon, 2011). Therefore, it would important for the Ministry of education to borrow

the same principles applied in the Agricultural sector in improving English learning in Pakistan.

Adoption of mobile learning has been resourceful in most developing countries especially those

that are non-English speaking.

Evidence to performance of mobile tools in facilitating the study of English

Tourism English

Tourism English is an approach Pakistan can adopt in facilitating English learning with

aid of mobile phones. Conclusion is based on a randomized study that was carried in Taiwan,

where a population 50 students were assigned for the research and named a mobile class. In the

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 3

Tourism English students. Just like Pakistan, Taiwan uses English as a foreign language, giving

it a perfect comparison of study application.

Basing on the outcome of the study Hsu, L., & Lee, S conducted in Taiwan, the same

approach can be employed in Pakistan starting with a controlled population of independent and

dependent variables. Tourism English has been so successful in Taiwan since larger populations

of students are now utilizing the approach for the purpose of learning English. Consequently, the

Pakistani Educational minister should take into consideration the approach which would transfer

the idea from Agricultural use only to curriculum application (Hsu & Lee,2011).

From my perspective, Tourism English can apply to all people not necessarily students

only. Farming is the major economic activity in Pakistan, therefore it means there will be need

for international interaction in one section or another. However, without proper communication

language there might be barrier to understanding of one another, therefore mobile phones would

enlighten the farmers to adopt tourism English the same way they have adopted the new farming

technologies from mobile phones experience.

Flipped English Test

Taiwan organized a comprehensive English competition on cellular phones to test the

impact of technology to the performance of tenth graders in the country. In the research Huang,

Y., & Hong, Z. took interest in a randomized study of 50 tenth graders in 10 different schools.

After obtaining the results, the evaluation favored people with ICT backgrounds. The study had a

controlled population where there was selection of best performers in ICT, poor performers and

students without ICT background. In the evaluation, good performers in ICT had a higher

performance in the comprehensive test, followed by the poor performers in ICT. On the other

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 4

hand, students who had not ICT background had lesser chances of performing in the competition

as much as some of them performed well in the test (Huang & Hong, 2016).

Therefore, from the test, the study concludes information in ICT sharpens performance in

English especially when utilizing an ICT tool. Students who seem to have more knowledge on

ICT developed more in languages compared to those who had limited knowledge on technology.

Therefore, the study conclusion suggested the change of approach in teaching English from

micro approach to technological approach. The same idea would apply to Pakistan for they share

a lot of factors with Taiwan, English teaching should take a new approach in the country apply

technological approach which would give the students a reason to enjoy the study and perceive it

as interest rather than a school requirement.

Variation on the impact of technology to English leaning

Based on my perception, the effectiveness of a certain technology to learning of English

will depend on how the institution will implement the technological approach. Basing on the

study conducted by Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., &

Hoover, N. R. on the 21

century approach to e-learning, perceived e-learning as an interactive

learning approach. The study approach in Virginia Common Wealth University in The United

States of America involved international students and native American Students in determining

the impact of use of technology in the 21

century (Varier et. Al.,2017). The of study relevant to

the reflective paper is the interaction. Technology has created an interactive environment in both

the international students and local students, the mobile learning platform creates an interactive

podium between the student and the tutors despite their locality. The limitation of the study is, it

mainly focuses on the application of technology in the American institution, which might involve

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 5

a very limited number of people from the foreign nation which do not use English as their native

language.

Impact of English in learning institutions also varied depending to the application of the

technology in the institution. The understanding gives Pakistan a chance to decide on the most

appropriate approach to implementation of Mobile phone mobilized English learning. According

Li, C studies, he expresses the variation in the application of English by two Universities in

Midland China. In the research, the author expresses how little interest has been paid in

understanding the micro differences in the elements of the people who use English as an

Instruction language and those people who merely use it as a foreign language in the university.

Therefore, in the research the author develops a qualitative analysis using questionnaires to

evaluate the impact of the two application of English to learning of English (Li, 2014).

Therefore, Pakistan can adopt the results of the cohort study to make a choice on the best

strategies that will suit Pakistani students. strategies used in studying English. In the

documentation, even though English as a first language uses so many studying strategies, it

mainly applies traditional studying methodology. On the other hand, the application of English

as an instructional element, more technological applications are used which includes computer

languages which is an application of technology.

From the study my perception would be employment of English as an instructional

language in all institution in Pakistan. English as an instructional language will give students to

apply in all their interactive measure which will in turn be a regular practice. This means all

operational commands including computer and mobile phone commands would be in English.

Regular of application of English in the institutional set up and social set up would give the

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 6

students a much higher chance of mastering English language, than applying it as an in class

compulsory lesson which would trigger boredom in students (Roy Bhattacharyaya & Das, 2013).

In supporting the context, I would employ Zeng, G.’s thoughts in the research that was

meant to compare face to face and synchronous computer-mediated communication (SCMC)

promotion as forms of collaborative dialog in the promotion of studying English in China. More

importantly the study appreciates synchronous computer-mediated communication as the best

teaching factor than the face to face approach. I would concur with the study in some way since

synchronous computer-mediated communication with aim to mobile phone application breaks

monotony of sitting in a fixed position. The approach is a very effective learning approach which

is already in motion in China after having a piloting studies with thirty-two students completing

a collaborative task in dictogloss and jigsaw in determining the effectiveness of the learning

approach with respect to English language (Zeng, 2017).

Counter argument to adoption of Mobile phones in learning of English in Pakistan

The major approach to teaching of English is the face to face approach. Executing the

approach will require a specific place to teach the language with hardcopy materials to facilitate

the learning. The approach popularity is from its long term adoption before the rise of technology

which has greatly facilitated most studies in developing countries. But how does the ministry

evaluate the performance of the approach. Classroom learning seems to be failing in Pakistan

this is after recording the highest number of school dropouts to turn to agricultural activities

(Tayan, 2017).

Therefore, as much as classroom English teaching is the major competition to adoption of

mobile phone adoption teaching, the Pakistani educational ministry should consider new

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 7

technology than the classroom adoption. From analysis, classroom teaching is a very expensive

adoption, this because a lot of resources would be required to set up the structure and facilitating

the learning process which is to the contrary with new technology adoption. In another context,

the classroom adoption has limited impact to the students since it is perceived as a command and

a forceful thing, which will demoralize students from taking part in the learning process.

However, the Mobile phone technology is more of an interactive context with unlimited

resources which can facilitate the learning process in a cheap way. Since learners can access the

system from anywhere, the learning system would be flexible and more accommodative in

comparison to classroom teaching therefore giving the approach a fair competitive approach.

Companion piece

English learning should evolve with the evolving world; this is a text meant to rebuild the

purpose of employing mobile phones technology to learning of English. The Pakistan

educational ministry should take advantage of the changing in technology to equip students with

lingual studying resources. Educational system in Pakistan might be failing but technology is

improving, meaning it can be the opening chance to revive learning in Pakistan and reducing

drop out levels. The impact can start with the facilitation of learning of the English language.

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 8

References

Hsu, L., & Lee, S. (2011). Learning tourism english on mobile phones: How does it work?

Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 10(2), 85-94.

Retrieved from https://search.proquest.com/docview/928761236?accountid=158399

Huang, Y., & Hong, Z. (2016). The effects of a flipped english classroom intervention on

students' information and communication technology and english reading comprehension.

Educational Technology, Research and Development, 64(2), 175-193.

doi:http://dx.doi.org/10.1007/s11423-015-9412-7

Li, C. (2014). From learning english to learning in english: A comparative study of the impact of

learning contexts upon chinese EFL learners' strategy use. Chinese Journal of Applied

Linguistics, 37(2), 244-263. doi:http://dx.doi.org/10.1515/cjal-2014-0016

Roy, S., Bhattacharyaya, S., & Das, P. K. (2013). The impact of regional languages on the

development of e-learning courses: An indian scenario. Training & Management

Development Methods, 27(2), 619-627. Retrieved from

https://search.proquest.com/docview/1355516168?accountid=158399

Simon, C. (2011). Mobile thinking. Training and Development in Australia, 38(2), 4-5.

Retrieved from https://search.proquest.com/docview/865342387?accountid=158399

Tayan, B. M. (2017). Students and teachers' perceptions into the viability of mobile technology

implementation to support language learning for first year business students in a middle

eastern university. International Journal of Education & Literacy Studies, 5(2) Retrieved

from https://search.proquest.com/docview/1910328164?accountid=158399

IMPACT OF MOBILE PHONE TECHNOLOGY TO STUDYING OF ENGLISH 9

Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017).

Potential of one-to-one technologies in the classroom: Teachers and students weigh in.

Educational Technology, Research and Development, 65(4), 967-992.

doi:http://dx.doi.org/10.1007/s11423-017-9509-2

Zeng, G. (2017). Collaborative dialogue in synchronous computer-mediated communication and

face-to-face communication. ReCALL : The Journal of EUROCALL, 29(3), 257-275.

doi:http://dx.doi.org/10.1017/S0958344017000118

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