The Use of Smartphone and Learning Strategies in Autonomous Learning

Abstract

Rapid penetration of smartphone in students' life currently leads to the extreme influence and addiction of smartphone use in their daily activities (Alexander, 2011;Hough, 2011). Later on, it raises concern about the negative impact of smartphone use towards students' learning performance and achievement (Kibona & Mgaya, 2015). On the other hand, several studies found that smartphone is a possible learning tool that can be utilized by students to learn on their own, or autonomously (Kim & Kwon, 2012;White & Mills, 2014;Woodcock, Middleton, & Nortcliffe, 2012). Hence, the purpose of this research was to investigate whether or not the smartphone use can influence students' learning strategies in autonomous learning. Both smartphone and autonomous learning share similar principle of independence based on their traits, such as taking control in learning and individuality. The students of Islamic Economy Department that currently enrolled in English class were chosen as the sample of this research. Correlational study was applied with further regression analysis conducted on the collected data. The instruments used in this research were questionnaires and interview. The findings revealed that the use of smartphone influence students' learning strategies. Furthermore, cognitive and social/affective strategies are the strategies that were influenced the most and metacognitive strategies were influenced the least by the use of smartphone in learning English.

Smartphone as additional learning tool with reference to EFL students in selected Universities in Chad

“…These results on the students' perceptions correspond with the results reported in Hulse study (2018), in which 95% of the participants considered smartphones effective for English language learning. The study by Nurhaeni and Purnawarman (2018) also confirmed that 100% of the students showed @ECRTD-UK: https://www.eajournals.org/ Publication of the European Centre for Research Training and Development -UK their positive attitudes towards using the mobile devices for language learning. The students considered smartphones' functions as fast and easy for them to learn English.…”

“…The study also reported that most students used their smartphone to access academic information and does other academic activities like recording class notes. In addition, Nurhaeni and Purnawarman (2018) found in their study that the students considered smartphones' functions as fast and easy for them to learn English. Their study also indicated that the smartphone use can influence the students' learning strategies in autonomous learning their cognitive and social/affective strategies can be influenced the most.…”

Implementing a mobile application Quizlet to help Senior High School students learn vocabulary

“…Hence, it will be beneficial for a language learner to give more attention to vocabulary mastery when learning a language. Nation (1990) explains four approaches of vocabulary learning from indirect to direct approaches. Direct vocabulary learning pays more attention to the vocabulary itself.…”

“…The purpose of this activity was to show the students how the vocabularies they had learned were used in sentences. As Nation (2001) states, learners may need to learn vocabularies in the passage first before reading the passage so that they could better understand the message conveyed. In addition, learners who understand complex vocabulary will be more likely to understand more complex passage and, thus, improve their proficiency (Baptist, 2018).…”

Technology and language learning

“…It is also found that smartphones play a significant role to boost learners' critical thinking, creative thinking, and increase their communication and collaboration skills (RAMAMURUTHY; RAO, 2015) because the use of smartphone for English learning can make them become an autonomous learner (NURHAENI; PURNAWARMAN, 2018). It indicates that mobile learning through smartphones allows learners to get out of the classroom to deal with the real world (STOCKWELL, 2010).…”