Running head: THE USE OF SMARTPHONES TO ENHANCE EFL LEARNING 1

The Use of the Smartphones to Enhance EFL Learning

Luicitania Tapia Pérez

Comprehensive Exam
Texas A&M University-Kingsville

Fall 2016
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 3

Abstract

The incredible development of technology and the need to learn at least a foreign language are

two significant characteristics of the 21st century (Agca & Özdemir, 2013; Basoglu & Akdemir,

2010; Gheytasi, Azizifar, & Gowhary, 2015). As a consequence, new trends in EFL learning

which involve the implementation of mobile devices and the internet have emerged (Nalliveettil

& Khaled Alenazi, 2016). In the recent years, smartphones are increasingly used to enhance EFL

learning (Basal et al., 2016; Gheytasi, Azizifar, & Gowhary, 2015). Therefore, several scholars

have become interested in discussing their effectiveness (Baran, 2014; Alemi, Sarab & Lari,

2012). This literature review attempts to explore the extent of smartphones to improve EFL

students’ learning at a college level. Considering EFL teachers need design appropriate activities

which EFL students use smartphones to enhance their learning (Schuck, et al., 2013), some

benefits and drawbacks regarding their use are also explored.

Key words: EFL learning, MALL, smartphones, higher education

THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 4

The Use of the Smartphones to Enhance EFL Learning

The twenty-first century has been characterized by the necessity to learn at least a foreign

language (Agca & Özdemir, 2013; Basoglu & Akdemir, 2010; Gheytasi, Azizifar, & Gowhary,

2015). The number of speakers of English as a foreign language (EFL) is being increased in the

recent decades since English has become the most common lingua franca spoken around the

world (Agca & Özdemir, 2013). In addition, the continuous invention of devices with the

purpose of covering people’s needs have also characterized the twenty-first century (Agca &

Özdemir, 2013; Basoglu & Akdemir, 2010; Gheytasi, Azizifar, & Gowhary, 2015).

At the present time, the EFL teaching-learning scenario count with innovative and

modern tools to be used by teachers and students (Khan, 2013). Computers and mobile devices

such as smartphones, iPods, iPads, and tablets can be combined with the internet to support

teaching and learning (Khan, 2013; Basoglu & Akdemir, 2010). In the recent decade, the

smartphones have led to a boom in EFL education (Basal et al., 2016; Baran, 2014). As a

consequence, new forms of learning and teaching English have emerged (Basoglu & Akdemir,

2010, Basal et al., 2016).

Theoretical Overview

The continual advancement of technology generates new challenges for EFL teachers

(Guo & Wang, 2014; Razak et al., 2016). One of such challenges is the integration of software

and hardware as learning tools (Basal et al., 2016; Gheytasi, Azizifar, & Gowhary, 2015).

Hardware such as mobile devices and software like mobile apps and multimedia have become

important tools to enhance EFL learning (Basal et al., 2016; Gheytasi, Azizifar, & Gowhary,

2015).
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 5

One of the new pedagogies that integrate some of such hardware and software elements is

Mobile-Assisted Language Learning (MALL) (Basal et al., 2016; Gheytasi, Azizifar, &

Gowhary, 2015). MALL involves learning a foreign language with the operation of mobile and

portable devices such as PDA,-computers, smartphones, laptops, tablets, iPhones, and iPads

(Wagner et al., 2016).

This type of language learning is derived from m-learning and Computer-assisted

language learning (CALL) (Wagner et al., 2016; Shanmugapriya & Tamilarasi, 2013; Hu, 2013;

Rahimi & Miri, 2014). M-learning refers to the learning through the use of mobile devices and

wireless internet connection anytime and anywhere (Hu, 2013; Wu, 2014; Wu, 2015). CALL

implicates the use of computers to learn a foreign language (Li, & Hegelheimer, 2013; Gheytasi,

Azizifar, & Gowhary, 2015; Shanmugapriya & Tamilarasi, 2013). It consists of the design of

learner-centered materials to enhance language learning and promote autonomous learning (Li,

& Hegelheimer, 2013; Shanmugapriya & Tamilarasi, 2013).

CALL and MALL share certain characteristics; for instance, both use technology, have a

learner-center approach and promote autonomous learning (Li, & Hegelheimer, 2013; Rahimi &

Miri, 2014). Notwithstanding, MALL concerns the use of mobile devices that enable new forms

of language learning in different contexts (Li, & Hegelheimer, 2013; Rahimi & Miri, 2014).

Moreover, MALL allows students connect to learning anytime and anywhere (Li, &

Hegelheimer, 2013; Rahimi & Miri, 2014). MALL has been used for vocabulary learning more

frequently (Bezircilioğlu, 2016; Mindog, 2016). Nonetheless, MALL can be used for enhancing

EFL students’ grammar, pronunciation and reading learning (Bezircilioğlu, 2016; Mindog,

2016).
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 6

Certain qualities associated with the implementation of MALL are required for EFL

teachers and as a consequence, professional development becomes a priority (Guo & Wang,

2014; Razak et al., 2016). The improved competence in technology leads teachers to a better

teaching performance, professional knowledge and career satisfaction (Guo & Wang, 2014).

EFL teachers’ knowledge about the new trends is crucial to the success of their teaching career

and the learning of their students (Razak et al, 2016).

According to Baran (2014) and Alemi, Sarab, & Lari (2012), most of the existing studies

concerning MALL and the use of the smartphones to enhance EFL learning are addressed to

discuss the trends used in EFL learning and their effectiveness. Such studies demonstrate that

the smartphones have a positive effect on EFL students’ learning (Alemi, Sarab, & Lari, 2012;

Shanmugapriya & Tamilarasi, 2013; Hu, 2013; Rahimi & Miri, 2014; Li & Hegelheimer, 2013).

Nonetheless, it is important to take a look at the differences between the use of the

smartphones and printed material as well as the design of mobile apps in order to find out the

benefits and drawbacks of using the smartphones to enhance EFL learning (Basal et al., 2016).

Being aware of the benefits and drawbacks of the use of the smartphones teachers could be able

to design the appropriate activities for their students (Basoglu & Akdemir, 2010).

Justification

The present literature review is relevant since it informs about the way smartphones can

be used to enhance EFL learning in students of higher education. This review also includes

information about the benefits and drawbacks of using smartphones as learning tools. EFL

teachers need to assess the use of smartphones as learning tools in order to design the appropriate
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 7

activities in which such mobile devices will be used to improve their students’ EFL learning

(Schuck, et al., 2013).

Purpose Statement

The purpose of this literature review is to explore the extent in which smartphones

enhance EFL learning in students at a college level. It also seeks to identify the advantages and

disadvantages of the use of the smartphones in EFL classrooms. For such purpose, theoretical

foundation about the use of mobile devices to assist EFL learning is provided.

Inquiry Questions

The aforementioned purpose leads to formulate the following questions:

 To what extent does the use of the smartphones enhance EFL learning?

 What are the benefits of using smartphones to enhance EFL learning?

 What are the drawbacks of using smartphones to enhance EFL learning?

Significance

This paper is particularly significant as much as it informs teachers about the usefulness

of smartphones to improve EFL learning in students of higher education. Once teachers

understand the usefulness of smartphones and other mobile devices, they will be able to expand

the learning opportunities for their students (Baran, 2014). Knowing the benefits and the

drawbacks of using smartphones as learning tools to enhance EFL learning allows teachers to

address the learning needs students have nowadays as a consequence of the new ways of

communication and interaction technology offers (Pavlik, 2015; Baran, 2014).

THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 8

Organization of the Literature Review

This literature review begins with a theoretical framework which includes information

which provides a theoretical overview about MALL. It follows with some background and

context of smartphones use for EFL learning. Then, it discusses the data consulted and finally it

ends with some conclusions and recommendations to address the use of smartphones as learning

tools to enhance EFL learning.

Theoretical Framework

The 21st century has been characterized by an essential use of information and

communication technologies along with their daily routine (Solak & Cakir, 2014; Gheytasi,

Azizifar, & Gowhary, 2015). Teenagers and adults invest considerable time surfing the net,

playing video games, handling multimedia applications, and communicating with others (Zhang

& Goel, 2011; Khan, 2013). This technological uptake has led several educational institutions to

adapt their EFL courses to e-learning since students expect to use technology to perform their

academic tasks as they do to perform personal activities (Solak & Cakir, 2014, Khan, 2013).

Solak & Cakir (2014) state e-learning began to be implemented in the 1990’s in EFL

courses. This type of learning consists of a web-based training that combines desk computers and

the internet to support learning (Solak & Cakir, 2014). Garrison & Anderson (2011) define e-

learning as the use of multimedia technologies to access to multiple sources of information and

to enhance interaction among students and teachers.

Shishkovskaya, Bakalo & Grigoryev (2015), Khan (2013) and Bakalo & Grigoryev

(2015) highlight the important role of electronic sources to be used in EFL courses where e-

learning is implemented. They state e-learning involves a set of hardware and software tools

which are combined with teaching techniques in order to develop communicative competence on
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 9

EFL students (Shishkovskaya, Bakalo & Grigoryev, 2015; Khan. 2013; Bakalo & Grigoryev,

2015).

For some, e-learning only encompasses distance learning (Sangra, Vlachopoulos, &

Cabrera, 2012; Manan, Alias, & Pandian, 2012). However, Elkins & Pinder (2015) indicate e-

learning encompasses both distance and face-to-face settings. They divide e-learning into

synchronous, asynchronous, and cohort learning. Synchronous e-learning concerns to the

learning that occurs when students and teachers are together virtually or physically (Elkin &

Pinder, 2015). Asynchronous learning is also called self-paced learning since students have

access to information at any time and work independently without teacher or classmates’

involvement (Elkins & Pinder, 2015). Cohort learning involves the massive open online courses

in which students and teachers participate and interact along a timeframe without a specific date

to do it (Elkins & Pinder, 2015).

Nonetheless, blended learning emerged as an educational alternative for face-to-face

education and distance learning in the late 1990’s and early 2000 (Stein & Graham, 2014; Güzer

& Caner, 2014; Elkins & Pinder, 2015; Banditvilai, 2016). According to Güzer & Caner (2014),

blended learning consists of benefiting from both sides, face-to-face and distance learning. Güzer

& Caner (2014) and Elkins & Pinder (2015) label blended learning as a type of e-learning which

is characterized by the fusion of face-to-face and distance learning in which the internet and

computers are used for instruction. Şahin-Kızıl (2014), and Hubackova, S. (2015) state blended

learning stand from the rest of technology-based learning environments because a third part of

the course content is delivered via internet.

Notwithstanding, teachers and students’ engagement in class discussion in online settings

represents the basis of blended learning (Güzer & Caner, 2014; Elkins, & Pinder, 2015; Şahin-
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 10

Kızıl, 2014; Hubackova, 2015). Blended learning expands the alternatives of class discussion for

teachers and students since it can take place in the classroom as well as in a virtual learning

environment (Banditvilai, 2016; Hubackova, 2015; Manan, Alias, & Pandian, 2012; Elkins &

Pinder, 2015; Şahin-Kızıl, 2014).

In regards to EFL education, blended learning became popular as a consequence of the

spread of the internet and computers in the late 1990s (Güzer & Caner, 2014). In the recent

decade, the interest to explore the impact on EFL students’ learning has just begun to be studied

(Şahin-Kızıl, 2014). However, there has been evidence that blended learning stimulates EFL

students’ learning (Şahin-Kızıl, 2014; Banditvilai, 2016; Pop & Slev, 2012).

Besides the use of the technology, blended learning has become popular in EFL settings

since it contrasts with traditional teaching (Banditvilai, 2016; Suprabha & Subramanian, 2015).

For instance, blended learning avoids conventional EFL activities such as lecturing and drilling

practice (Banditvilai, 2016; Suprabha & Subramanian, 2015). Instead, assignments based on

blended learning promote students to move from passive to active participants in their own

learning (Şahin-Kızıl, 2014; Manan, Alias, & Pandian, 2012).

In addition to blended learning, other alternatives for EFL instruction have emerged

during the last two decades (Basal et al. , 2016; Gheytasi, Azizifar, & Gowhary, 2015; Agca &

Özdemir, 2013). The interests in creating new options to enhance EFL students’ learning and the

spread of technology have contributed to the emergence of such alternatives (Basal et al., 2016;

Gheytasi, Azizifar, & Gowhary, 2015).

Mobile-Assisted Language Learning (MALL) is one of those alternatives that have

become popular in EFL classrooms in the recent years (Basal et al., 2016; Gheytasi, Azizifar, &

Gowhary, 2015). It is considered a method of teaching by some (Alemi, Sarab, & Lari, 2012;
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 11

Shanmugapriya & Tamilarasi, 2013) and a type of learning by others (Hu, 2013; Rahimi & Miri,

2014; Li & Hegelheimer, 2013). However, they all agree MALL involves the use of portable

devices to enhance and facilitate learning (Alemi, Sarab, & Lari, 2012; Shanmugapriya &

Tamilarasi, 2013; Hu, 2013; Rahimi & Miri, 2014; Li & Hegelheimer, 2013).

MALL is derived from mobile learning and Computer-assisted language learning (CALL)

(Hu, 2013; Rahimi & Miri, 2014). Mobile learning involves the use of portable devices such as

laptops, tablets, PDAs, iPods, and iPads for educational purposes regardless time and place

(Shanmugapriya & Tamilarasi, 2013; Alemi, Sarab, & Lari, 2012; Rahimi & Miri, 2014).

CALL is a language teaching approach which consists in using computers to teach and assess

language learning (Gheytasi, Azizifar, & Gowhary, 2015; Shanmugapriya & Tamilarasi, 2013;

Li & Hegelheimer, 2013).

MALL has some advantages over the CALL traditional language practices (Li &

Hegelheimer, 2013). For instance, the use of portable devices leads to more accessible forms

learning and teaching (Rahimi & Miri, 2014). Hu (2013), Rahimi & Miri (2014) and Li, &

Hegelheimer (2013) point out MALL is based on mobility in regards to technological resources,

class content and students. Mobility allows students to select when and where they want to learn

(Gheytasi, Azizifar, & Gowhary, 2015).

Literature Review

Smartphones to Enhance EFL Learning

Several studies have been conducted in order to explore the impact of Mobile-Assisted

Language Learning in EFL students’ learning (Rahimi & Miri, 2014). Nonetheless, the easy

accessibility of mobile phones and their incredible development have originated a special interest

on them (Wu, 2015; Rahimi & Miri, 2014). Mobile phones have evolved from offering text
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messages and phone calls to display multimedia material and mobile apps with the use of the

internet (Gheytasi, Azizifar, & Gowhary, 2015; Alemi, Sarab, & Lari, 2012; Shanmugapriya &

Tamilarasi, 2013; Li & Hegelheimer, 2013).

A wide variety of mobile apps can be used to enhance EFL students’ learning (Mindog,

2016). These mobile apps can support students to improve in different areas such as reading,

listening, speaking and writing (Mindog, 2016; Muhammed, 2014). Besides mobile apps

effectiveness, their easy access and facility to operate them lead students attract EFL students to

use them (Mindog, 2016; Muhammed, 2014).

Muhammed (2014) explored the effectiveness of smartphones in a focus group of 20 EFL

students enrolled in the University of Sulaimani. Such focus group was obtained from a random

sampling of 90 students who take English classes at different levels. Questionnaires and group

discussions were the instruments implemented by Muhammed (2014) to collect data.

According to the data gathered from the interviews, Muhammed (2014) detected students

practice English using smartphone software applications known as mobile apps. These mobile

apps are very popular among University of Sulaimani since they are compatible with the

smartphone system and they are easy to handle too (Muhammed, 2014). Students used mobile

apps to practice both receptive and productive skills, grammar and vocabulary, test their own

knowledge and download extra material such as PDF files (Muhammed, 2014).

Mindog (2016) conducted a multiple-case-study to explore the influence of smartphones

and mobile apps in four Japanese university students to enhance EFL learning. Students were

taking EFL courses in a Japanese university were invented by the researcher to participate in this

study. Based on the results from the Test of English for International Communication (TOEIC)

submitted to 7 students, Mindog (2016) selected 4 who had a level of B1 and B2.
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In the semi-structured interviews conducted via Skype, these participants revealed they

usually download mobile apps to improve their learning (Mindog, 2016). Among the mobile

apps used by students to practice and improve their English, it can be mentioned Facebook,

iTunes U, HelloTalk, Instagram, Line, Charades, Bible, Metro, NHK World, Skype, TED,

Umano, Whatsapp, YouTube, and Zite (Mindog, 2016).

Those mobile apps are classified into five different categories according to the iTunes app

store (Mindog, 2016). Those categories are education, games news, photos and videos, social

networking and reference. Nonetheless, such classification does not contribute at all to Mindog’s

study. For that reason, she provides three classifications. Such classifications are based on

mobile apps function, the purpose of use and the language skills and sub skills practiced

(Mindog, 2016).

Considering the purpose of use, mobile apps used by the Japanese students can be

classified into information entertainment, communication and language learning (Mindog, 2016).

Finally, the mobile apps used by the Japanese students can be classified into listening, reading,

speaking, writing, grammar, vocabulary, and spelling depending on the language skills and

subskills to be practiced by EFL students.

Gheytasi, Azizifar, & Gowhary (2015) explored the role of smartphones to enhance

English focusing on reading comprehension. In their mix-method study, they divided a sample of

40 students into experimental and control groups to administer a pre- and post- reading test. The

students of the experimental group were administered a survey and were interviewed about

smartphone use to enhance reading comprehension

The experimental group was given mobile apps to be used with smartphones for a month.

The control group was given conventional material such as textbooks exercises. Gheytasi,
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 14

Azizifar, & Gowhary (2015) found out participants of the control group improved their reading

comprehension significantly. Nonetheless, these students are not satisfied with the use of the

smartphones for reading comprehension tasks (Gheytasi, Azizifar, & Gowhary, 2015). Loss of

control over the class, loss of control of the information, lessening physical activity, and

distractions during study time are the major concerns the control group referred to (Gheytasi,

Azizifar, & Gowhary, 2015).

Rahimi & Miri (2014) also explored the role of smartphones to enhance English,

however, they focused on vocabulary. In their quasi-experimental study, a sample of 34 EFL

students was divided into an experimental and a control group equally to work with dictionaries

with the purpose of learning vocabulary. The control group worked with the Longman paperback

dictionary, while the experimental one worked with the Longman dictionary app.

Based on the data collected from the pre- and post- achievement test, Rahimi & Miri

(2014) state both paperback dictionary and the app dictionary as well support EFL students’

vocabulary learning. Notwithstanding, the dictionary app is more effective since visual and audio

media facilitate vocabulary learning. Their easy use and access everywhere facilitate words’ look

up (Rahimi & Miri, 2014). Moreover, dictionary mobile apps promote students motivation and

positive attitudes toward EFL learning (Rahimi & Miri, 2014).

Besides mobile apps, other Mobile-Assisted Language Learning tools such as pictures,

textbook and text message software can support EFL students to improve their learning (Agca &

Özdemir, 2013; Hu, 2013). Hu (2013) points out additional exposure to EFL that complements

what is taught in class provide opportunities to enhance and accelerate their learning. As it was

found in his study, the use of text message software helps EFL students to learn vocabulary. Hu’s
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 15

(2013) mix-method study explored the way EFL students from higher education learn vocabulary

and how they perceive mobile phone use for it.

Data collection consisted in employing the Chinese PC text message software called

Fetion in an EFL group of 24 students. It also consisted in testing students’ vocabulary

knowledge and delivering a survey. Hu (2013) concludes mobile phones benefit students’

vocabulary learning. The convenient portability and accessibility to material via Fetion message

allow students to access the material as many times as they need (Hu, 2013). In regards to

students’ perceptions towards mobile phones use to enhance their EFL learning they consider

text message is a useful reminder of their assignments and encourage them to study and learn the

vocabulary (Hu, 2013).

Agca & Özdemir (2013) highlights the importance of supporting students learning

through the use of mobile tools. Since vocabulary is a difficult process that takes time, EFL

students need to be supported with material that facilitates vocabulary learning (Agca &

Özdemir, 2013). In their mixed method study, they examined the impact of book software and

smartphones on EFL students’ vocabulary learning.

An experimental group of 20 EFL students from the Gazi University Faculty of

Education combined the printed course book and mobile materials such as dictionaries, PDF

files, and images for a week. Students accessed to these materials through their smartphones and

wireless connection. On the other hand, a control group worked exclusively with the printed

course book. Pre- and post- tests results were contrasted, (Agca & Özdemir, 2013) found out a

significant difference in tests results. The experimental group obtained better results in

comparison to the control group.

THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 16

Students of the experimental group reckoned mobile materials and smartphones are very

useful for them to learn vocabulary because words can be exemplified in context. Words and

images can be related and therefore learn easier, words pronunciation can be consulted too (Agca

& Özdemir, 2013). Moreover, students commented learning with smartphones allows them

access to innovative and funny mobile apps that make vocabulary learning more attractive and

interesting (Agca & Özdemir, 2013).

Mobile Learning Material vs. Printed Material to Enhance EFL Learning

One of the multiple effects of the accelerated development of technology is the

emergence of new ways of teaching and learning (Pavlik, 2015). For instance, mobile phones

allow EFL students to work with tools that did not exist in the past such as mobile apps and

multimedia (Basoglu & Akdemir, 2010). Nonetheless, the effectiveness of printed material and

the lack of evidence regarding the effectiveness of mobile learning materials have led some

teachers mistrust about mobile learning materials (Basoglu & Akdemir, 2010; Alemi, Sarab, &

Lari, 2012).

In the attempt to assess the effectiveness of mobile learning material, Basoglu & Akdemir

(2010), Alemi, Sarab, & Lari (2012), and Basal et al. (2016) conducted studies to contrast the

effectiveness of mobile learning material and printed material in EFL courses. Basoglu &

Akdemir (2010) contrasted printed flash cards and a dictionary app for vocabulary learning.

Alemi, Sarab, & Lari (2012) explored the differences in long-term retention of vocabulary items

learned via SMS and dictionary. Basal et al. (2016) examined the effectiveness of a smartphone

app as a teaching tool of 40 figurative idioms.

Basoglu & Akdemir (2010) conducted a mixed-method study to determine the

effectiveness of smartphone use in vocabulary learning. For that purpose, a control group and an
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 17

experimental group were taught vocabulary for a period of six-week. While the control group

was taught using paper flashcards, the experimental group was taught using an East-Trading

American Company Incorporated (ECTACO) dictionary app. A post- test was submitted at the

end of the period of vocabulary instruction and the results were contrasted with pre-test results.

A focus group of 8 students was submitted to a semi-structured interview.

Tests results indicated that both groups improve their vocabulary learning (Basoglu &

Akdemir, 2010). However, the experimental group obtained higher scores in comparison to the

control group. Basoglu & Akdemir (2010) point out a possible reason those results is that

smartphone allows students to study and practice the vocabulary anywhere. In contrast, printed

flashcards can only be used in the classroom (Basoglu & Akdemir, 2010).

Alemi, Sarab, & Lari (2012) investigated the differences in learning academic vocabulary

items via SMS and printed dictionary. The participants were divided into an experimental and a

control group as in as Basoglu & Akdemir’s (2010) study. However, the instruments were

different. The students in the experimental group were provided with material via SMS and the

students in the control group were limited to use printed material such as dictionary and

vocabulary glossaries.

Based on the data collected from the pre- and post- tests, Alemi, Sarab, & Lari (2012)

concluded SMS materials are more very helpful than the printed material. It is important to

mention Alemi, Sarab, & Lari (2012) state SMS should not replace dictionaries in glossaries.

Instead, SMS and other smartphone tools such as mobile apps and multimedia should be

combined with printed materials in order to have better vocabulary learning achievement Alemi,

Sarab, & Lari (2012).

THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 18

By their part, Basal et al. (2016) tested the effectiveness of Whatsapp apps as a tool to

teach figurative idioms. Their methodology is similar to the one used by Basoglu & Akdemir

(2010) and Alemi, Sarab, & Lari (2012). Participants were randomly divided into control and

experimental group. Forty figurative idioms were taught to both groups with different materials.

Whatsapp apps and multimedia material were used with the experimental group. On the contrary,

traditional activities with printed materials were used with the control group.

Basal et al. (2016) found out a significant difference between the pre- and post- tests

delivered to both groups. Nonetheless, students of the experimental group obtained higher

grades. Therefore, mobile apps, especially Whatsapp, assist students to learn figurative idioms.

Basal et al. (2016) point out two possible reasons causes of such results, students who practiced

with smartphone tools were more motivated to assignments and had the opportunity to exchange

different information in and outside the classroom. Unfortunately, the control group could not do

it.

Designing of Smartphone Material to Enhance EFL Learning

There is a wide variety of mobile apps available on android, IOS, Windows mobile,

Symbian among other mobile platforms (Basal et al., 2016). Notwithstanding, some teachers

have had the necessity to create their own mobile apps considering certain students need specific

practice according to their language use (Li & Hegelheimer, 2013; Lee & Kim, 2013;

Shanmugapriya & Tamilarasi, 2013; Wu, 2015).

Lee & Kim (2013) introduced a mobile app addressed to support Korean EFL students to

improve writing skills. The app consists of two different learning modes, grammar review, and

writing skills. Lee & Kim (2013) describe the learning mode of grammar review as a set of
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 19

grammatical categories to practice questions and the learning mode of writing skills provides

Korean sentences in order students find out the equivalent in English.

One of the benefits of this app is that students are supported with instructional feedback.

Since the app provides instructional feedback, students do not have to wait for the teacher to be

corrected and know the right answers (Lee & Kim, 2013). Lee & Kim (2013) do not share data

regarding the implementation of such app. Nonetheless, they point out the easy access and

operation of the mobile apps convert them into valuable tools not only for enhancing writing but

also for EFL learning in general (Lee & Kim, 2013).

Wu (2015) explored the effectiveness of a mobile app called Word Learning-CET6 which

was designed to support Chinese EFL students’ vocabulary learning. The effectiveness of Word

Learning-CET6 was examined in a mixed method study an experimental and control group of 35

students each. Ten motivational text messages were sent to the experimental and the control

group in a period of 5 days. Nonetheless, the experimental group practices vocabulary using the

Word Learning-CET6.

Both groups took a pre- test and results were contrasted with post- test results. Wu (2015)

detected a significant difference between the scores of the control group and the experimental

one. Wu (2015) identified three factors that make Word Learning -CET6; the direct and explicit

information it provides, how attractive it is for the students and the long periods of time to

practice English with it.

Shanmugapriya & Tamilarasi (2013) attempted to design and implement a framework

which follows the three main principles of MALL, the EFL learning in an unspecified time,

place, and mobile device. For such purpose, two groups of 30 students each were assigned to

perform grammar mobile app exercises and vocabulary mobile app exercises. These mobile apps
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 20

included reminding messages called ‘push notifications’ in order to encourage students to answer

the exercises.

After the students performed those exercises, they are required by the researchers to share

opinions, comments and memories regarding the usage of mobile apps through a survey. Results

demonstrated mobile apps and ‘push notifications’ can create a MALL framework

(Shanmugapriya & Tamilarasi, 2013). Such framework allows EFL students to study anywhere

and anytime as long as they count with a mobile device (Shanmugapriya & Tamilarasi, 2013).

Discussion and Findings

Undeniably, technology and the internet have dramatically changed EFL instruction

(Şahin-Kızıl, 2014). Regarding educational systems, face-to-face and distance learning were

considered to be in opposite directions (Elkins, & Pinder, 2015). Nonetheless, technology

progress has made possible the emergence of new trends, such as blended learning which

combine face-to-face and distance learning (Alemi, Sarab, & Lari, 2012; Shanmugapriya, &

Tamilarasi, 2013; Hu, 2013; Rahimi, & Miri, 2014; Li, & Hegelheimer, 2013).

MALL is one of the alternatives for EFL students, which have become possible since the

use of technology (Baran, 2014). Although there is not a standard definition of MALL, scholars

agree it refers to the use of handheld devices to assist language learning (Khan, 2013; Basoglu, &

Akdemir, 2010; Basal et al., 2016; Baran, 2014). Portable devices such as PDAS, Tables, iPads,

and iPods among others, were initially implemented, however; smartphones have become the

primary mobile device to assist language learning (Gheytasi, Azizifar & Gowhary, 2015; Alemi,

Sarab & Lari, 2012; Shanmugapriya & Tamilarasi; 2013).

The easy accessibility, portability and the facility to install mobile apps among other

factors have made smartphones the main resource to be used when implemented MALL (Wu,
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 21

2015; Rahimi, & Miri, 2014). Their effectiveness has been tested through experimental and

control groups, in which the experimental groups are the one using smartphones as in the case of

the studies conducted by Basal et al. (2016), Basoglu, & Akdemir (2010), Wu (2015), Alemi,

Sarab, & Lari (2012), Rahimi, & Miri (2014), Li & Hegelheimer ( 2013), and Agca & Özdemir

(2013).

Research has demonstrated smartphones have become useful to enhance EFL students’

learning as pointed out by Muhammed (2014) and Mindog (2016). They point out mobile apps

can support students to enhance their EFL learning. Mobile apps of any kind can be used to

enhance EFL learning as long as teachers make purposeful planning reinforcing a language area,

skills or subskills (Mindog, 2016; Muhammed, 2014).

For instance, in the multiple case study conducted by Mindog (2016), students reported

they use mobile apps designed for academic purposes such as TED, iTunes, and HelloTalk.

Nonetheless, they also use mobile apps for personal, informative, entertainment and even

religious purposes (Mindog, 2016). Facebook, Skype, Line, NHK World, Umano, Zite,

Charades, and Bible are some of the no academic mobile apps which EFL students use to

enhance their learning.

The learning of vocabulary for EFL students is one of the most important aspects of EFL

learning because it leads to the understanding of grammar (Agca, & Özdemir, 2013; Alemi,

Sarab, & Lari, 2012).The better EFL students understand the structure and the more they

improve their EFL proficiency (Agca, & Özdemir, 2013; Alemi, Sarab, & Lari, 2012). For that

reason, there has been a special interest in the use of the smartphone to enhance EFL vocabulary

learning (Agca, & Özdemir, 2013; Alemi, Sarab, & Lari, 2012).
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 22

For instance, Agca, & Özdemir (2013), Hu (2013), Basal et al. (2016), Rahimi, & Miri

(2014), Wu (2015) explored the effectiveness of smartphones to learn vocabulary, Alemi, Sarab,

& Lari (2012), Basoglu, & Akdemir (2010) examined the differences in learning vocabulary with

smartphones and conventional material and Lee & Kim (2013), Wu (2015), and Shanmugapriya

& Tamilarasi (2013) analyzed the design of mobile apps to promote vocabulary learning are

some of the factors related to use of the smartphones to enhance FEL vocabulary learning as

well. They agree smartphones are useful tools to improve EFL vocabulary learning.

As mentioned in the introduction of this paper, this literature review is intended to

identify the benefits and limitations of using smartphones to enhance EFL learning. According to

the articles consulted, some benefits and drawbacks were found in the relation to the

implementation of smartphones to assess EFL learning.

Students feel more motivated and show positive attitudes when working with

smartphones (Rahimi & Miri, 2014; Basal et al. 2016; Alemi, Sarab, & Lari, 2012; Basoglu &

Akdemir, 2010). Textbooks software, message software, and pictures are some other materials

that can be used with smartphones to enhance EFL learning (Agca, & Özdemir, 2013; Hu, 2013).

These materials assist EFL students in enhancing their learning, and they are motivational too

(Alemi, Sarab, & Lari, 2012; Basal et al., 2016; Basoglu, & Akdemir, 2010).

Students feel more relaxing using the smartphones than conventional material (Alemi,

Sarab, & Lari, 2012; Basal et al., 2016; Basoglu, & Akdemir, 2010). Rahimi & Miri (2014)

highlight the use of the smartphones and other technologies develops positive attitudes in EFL

students to learn and encourages them to improve their knowledge.

Considering the plenty of mobile apps which can be used to enhance EFL learning,

students could be encouraged to become autonomous learners (Mindog, 2016; Alemi, Sarab, &
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 23

Lari, 2012). They can select the apps depending on their learning needs and practice as much as

it could be necessary, at any time in any place (Mindog, 2016; Alemi, Sarab, & Lari, 2012).

Moreover, they can make adjustments changing the apps according to their learning

achievements (Mindog, 2016).

Smartphones’ portability and accessibility favor EFL learning since students are

constantly exposed to English (Hu, 2013; Basoglu & Akdemir, 2010). Students usually carry

their smartphones almost all the time; this expands the time of practicing (Hu, 2013; Basal et al.,

2016; Alemi, Sarab, & Lari, 2012; Basoglu & Akdemir, 2010). They can access to the material,

even if they are not at school, so they can practice inside and outside the classroom (Basal et al.,

2016; Alemi, Sarab, & Lari, 2012; Basoglu & Akdemir, 2010).

Besides smartphones enhance EFL learning, their use makes students enjoy and have fun

while they learn (Agca & Özdemir, 2013; Basoglu & Akdemir, 2010). Mobile apps and SMS

support students to learn English in a relaxing atmosphere (Agca & Özdemir, 2013; Basoglu &

Akdemir, 2010). Students who are shy and do not feel comfortable participating in class can

engage in class discussions through smartphones activities in which they participate in a written

way (Agca & Özdemir, 2013; Basoglu & Akdemir, 2010). The use of social networks and

mobile apps which allow students to express opinions, prove their knowledge and clarify doubts

release students from the fear of speaking in public (Espinosa, 2015; Agca & Özdemir, 2013;

Basoglu & Akdemir, 2010).

Agca & Özdemir (2013), Basoglu & Akdemir (2010) and Basal et al. (2016) point out

printed material and mobile apps and multimedia material enhance EFL learning. Nonetheless,

smartphones’ use is more effective than printed material (Agca & Özdemir, 2013; Basoglu &
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 24

Akdemir, 2010; Basal et al., 2016). Learning vocabulary through the implementation of

smartphones is easier and faster in comparison to printed material (Basoglu & Akdemir, 2010).

Smartphones allow students to consult vocabulary in context, revise pronunciation and

associate meaning with images and other multimedia material (Agca & Özdemir, 2013; Basoglu

& Akdemir, 2010; Basal et al., 2016). On the contrary, the paper-based material does not provide

students with such opportunities; especially revise pronunciation (Agca & Özdemir, 2013;

Basoglu & Akdemir, 2010; Basal et al., 2016).

Feedback is very useful tool to learn, it is crucial EFL students know what they do right

to encourage them to keep learning (Li, 2013; Hu, 2013). Moreover, it is also important EFL

students know what they are not doing well in order they improve their achievement (Li, 2013).

Most of the mobile apps to practice grammar provide students with instant feedback that allow

students to check their progress almost immediately (Li, 2013; Rahimi, & Miri, 2014). Students

do not have to wait for the teacher to receive feedback; they can obtain instant feedback from the

mobile apps which assist EFL learning (Li, 2013; Hu, 2013; Rahimi, & Miri, 2014).

In relation to the drawbacks, certain teachers and students claim to be against the use of

the smartphones and multimedia material to enhance EFL learning (Gheytasi, Azizifar, &

Gowhary, 2015; Baran, 2014; Hashemi & Abbasi, 2013). In the study conducted by Gheytasi,

Azizifar, & Gowhary (2015), students consider there are more disadvantages than advantages

when using smartphones to enhance EFL learning despite their own learning has been improved

implemented such devices.

Such students identify drawbacks for the learners and for the teachers (Gheytasi, Azizifar,

& Gowhary, 2015).Among the learners’ disadvantages, students identified addiction to learner,

distractions, and interruptions during study time, lessening physical activity, and loss of control
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 25

over the information (Gheytasi, Azizifar, & Gowhary, 2015). Interruption of teaching time, loss

of class control, and lessening physical activity are some of the teachers’ detriments identified by

the students (Gheytasi, Azizifar, & Gowhary, 2015).

Accessibility and use of the smartphones and mobile devices, in general, is restricted and

even denied by some school policies which prohibit the use of mobile devices in the school

(Ismail, Azizan, & Azman, 2013; Baran, 2014). This makes impossible for teachers and students

to implement and benefit from mobile devices used in class (Ismail, Azizan, & Azman, 2013;

Baran, 2014). Lack of policies which support the use mobile devices inside educational

institutions might lead teachers and students to have unfavorable perceptions towards the use of

mobile devices as a learning tool to enhance EFL learning. As a consequence, mobile devices

will not be used for learning purposes even when they can be used outside the classroom by

teachers and students (Baran, 2014).

Unfortunately, teacher’s lack of preparation has been one of the biggest drawbacks

regarding the use of mobile devices as a tool to enhance EFL learning (Baran, 2014; Hashemi &

Abbasi, 2013; Nalliveettil & Khaled Alenazi, 2016). Even when teachers have considered the use

of the smartphones and other mobile devices optimal tools to promote EFL learning, they do not

integrate into their courses since they do not know how to use them in order to improve their

teaching practices (Hashemi & Abbasi, 2013; Nalliveettil & Khaled Alenazi, 2016).

However, few professional development programs include preparation for mobile

learning (Baran, 2014; Hashemi & Abbasi, 2013; Nalliveettil & Khaled Alenazi, 2016). Teachers

are usually encouraged to use mobile devices to enhance EFL learning (Ekanayake & Wishart,

2014; Baran, 2014). On the other hand, they are not trained to do so (Ekanayake & Wishart,

2014; Baran, 2014). Teachers need to be instructed about the effectiveness of mobile devices in
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 26

order they make the best choice about when and how they should be implemented in their EFL

courses (Ekanayake & Wishart, 2014; Baran, 2014).

Teachers’ successfulness in using mobile devices to encourage EFL learning relies on

their ability to implement technology in a manner in which they support students to achieve their

goals (Baran, 2014; Ekanayake & Wishart, 2014; Hashemi & Abbasi, 2013). They should look

for innovative activities to combine smartphones and course book materials to enhance students’

English language learning skills (Nalliveettil & Khaled Alenazi, 2016; Baran, 2014; Ekanayake

& Wishart, 2014; Hashemi & Abbasi, 2013).

Concerning drawbacks associated with health; eye irritation, headaches, stress, and

insomnia can be the consequence of the overuse of the smartphones (Nalliveettil & Khaled

Alenazi, 2016). These problems might have a significant impact on students’ achievement since

they might lead to poor performance in class and exams (Nalliveettil & Khaled Alenazi, 2016).

Hence, it is crucial these problems be addressed once the first symptoms occur (Nalliveettil &

Khaled Alenazi, 2016).

Conclusions and Recommendations

At the present time, teachers face the challenge to prepare EFL students to develop in a

competitive world which has been transformed by the innovative mobile devices invented in

recent decades (Gheytasi, Azizifar, & Gowhary, 2015; Garrison & Anderson, 2011). Therefore,

employing such devices as learning tools to enhance EFL learning is not a matter of choice

(Pavlik, 2015; Baran, 2014; Basoglu & Akdemir, 2010; Basal et al., 2016). Instead, it is a

necessity (Pavlik, 2015; Baran, 2014).

EFL teacher and students should work with innovative mobile devices in order to

perform tasks which provide students with pedagogical support to enhance their EFL learning
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 27

(Hu, 2013). The smartphones should be used in a purposeful way in order they really support

students in improving their EFL learning (Hu, 2013; Gheytasi, Azizifar, & Gowhary, 2015).

Such activities should go beyond conventional EFL practices like lecturing, demonstration,

repetition, and memorization (Hu, 2013; Basal et al., 2016; Garrison & Anderson, 2011).

The ideal use of the smartphones to improve EFL learning involves experimental and

communal learning in which students communicate in and out of the classroom to reach common

academic goals (Gheytasi, Azizifar, & Gowhary, 2015). Even when smartphones can be

combined with printed flashcards, textbooks, posters, worksheets and other printed material to

promote EFL learning (Basal et al., 2016), smartphones’ use as a learning tool should surpass

the substitution of printed material.

In other words, the use of mobile devices does not consist of using a different medium to

access to the same learning approaches (Garrison & Anderson, 2011; Basal et al., 2016).

Teachers should design activities in such a way students can do things that could not have been

possible to do in the past (Garrison & Anderson, 2011; Basal et al., 2016). Teachers should focus

on how new pedagogies and technological devices could be implemented in order to offer

students new alternatives to improve their EFL learning (Garrison & Anderson, 2011; Basal et

al., 2016).

In order to do so, teachers can start by using the wide variety of ready-made mobile apps

available in android, windows mobile, IOS or any other mobile platforms (Basal et al., 2016,

Mindog, 2016). Even when those mobile apps are not designed for academic purposes, they can

be useful to support students and consequently enhance their EFL learning (Basal et al., 2016,

Mindog, 2016). Nonetheless, teachers’ careful planning and assessment are required to select

appropriate mobile apps and to design suitable learning activities which enhance students’ EFL
THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 28

learning and even encourage them to become autonomous learners (Basal et al., 2016, Mindog,

2016; Elkins & Pinder, 2015).

Evidently, EFL teachers’ preparation regarding new pedagogies which integrate mobile

devices into EFL teaching is crucial (Baran, 2014; Razak et al., 2016). The effective integration

of mobile devices as tools to enhance EFL learning requires teachers gaining knowledge about

integrating mobile technology into their teaching (Baran, 2014; Schuck et al. & 2013). Teachers

would be able to design and perform appropriate activities which enable students to enhance

their EFL learning as long as they would be prepared with effective classroom technology

integration skills (Baran, 2014; Schuck et al. & 2013).

All in all, smartphones seem to be useful learning tools to enhance EFL learning (Basal et

al., 2016; Mindog, 2016; Muhammed, 2014). Research about the effectiveness of the

smartphones as a tool to enhance EFL learning and the way they should be used is still limited

(Basal et al., 2016; Mindog, 2016; Muhammed, 2014). Additional research will contribute to

finding out ways to exploit smartphones as EFL learning tools as much as it could (Basal et al.,

2016; Mindog, 2016; Muhammed, 2014).

Research in the field of EFL teachers’ professional development needs to be done too

(Baran, 2014). Future research should be addressed to discover alternatives to training EFL

teachers in order they learn how to integrate mobile devices into their teaching (Baran, 2014).

Professional development programs which support teachers to adopt new forms of teaching

associated with mobile devices are needed in order they are kept abreast with new pedagogies

(Razak et al., 2016).

THE USE OF THE SMARTPHONES TO ENHANCE EFL LEARNING 29

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