Chapter I

The Problem and its Background

Introduction

The language is a system of arbitrary vocal symbols, which permit all people in a

given culture, or other people who have learnt the system of that culture, communicate or

interact. Language is one of the most powerful tool we have as humans. Without it, we

could not think thoughts expressible to others, nor could we engage in the everyday

happenings in our lives. By speaking, we do not mean merely uttering words through

mouth. It means conveying the message through the words of mouth.

Today, English is the global language used for communication by people who speak

different first languages. It is said that knowing English is like possessing the fabled

Aladdin’s lamp, which permits one to open, as it were, the linguistic gates to international

business, technology, science and travel. In short, English provides linguistic power

(Mckay, 2003).

The Philippines is recognized globally as one of the largest English-speaking

nations with majority of its population having at least some degree of fluency in the

language. English has always been one of the official languages of the Philippines and is

spoken by more than 14 million Filipinos. It is the language of commerce and law, as

well as the primary medium of instruction in education. The provision of Article XIV

Section 7 of the 1987 Constitution states; “For purposes of communication and

instruction, the official languages of the Philippines are Filipino and until otherwise
provided by law, English. The regional languages are the auxiliary official languages in

the regions and shall serve as auxiliary made of instruction therein”. The implementation

of the English language as medium of instruction in the Philippines doesn’t mean that we

have to forget our native language. Though English is given much time, focus and

priority, Filipino is still considered essential. The argument of whether or not English

should be the medium of instruction may seem endless, but in some countries, like Japan,

teaching English has become a billion-dollar industry and this same scenario is also

happening in other East Asian countries. The implementation of English language is very

useful to all Filipino citizen it is a bridge of communication and understanding spite of

many cultures and countries we had.

Mobile technology developed over decades by sometimes astonishing feats of

engineering and mobile phones are now used in nearly every country on Earth. First

introduced in the 1940s, handling only single calls and nothing else, mobile technology

has since undergone several revolutionary advances, including cellular service, highly

sophisticated electronics and powerful, lightweight batteries.

In the early days of cell phones, the main goal was verbal communication. Voice-

based features like voicemail were gradually added, but it took some time for designers

and manufacturers to realize that mobile phones could be multipurpose communication

devices. Over time, features like email access and instant text messaging were added.

After the introduction of smartphones, especially the Apple iPhone, mobile phones

became multimedia tools used for a wide range of tasks besides making phone calls.

Thanks to higher screen resolutions, touch screens, increased memory and the
introduction of photo and video capture capabilities, mobile phones have replaced many

people's cameras and televisions as well as their landlines.

The ever-increasing impacts of globalization and technological development have

transformed our learning patterns to a large extent. Learning English as a foreign

language is not an exception as technology pervades all aspects of modern life in general

and the communication by using English language in particular.

Accordingly, there are various researches conducted about the current status of

English Language Learners in terms of global, national and local basis including laws and

ordinances aligned with the study.

Based from George Mathew Nalliveettil, Talal Hail Khaled Alenazi, Journal of

Language Teaching and Research (2016), researchers across the world are examining the

educational value and effectiveness of integrating the latest electronic gadgets with

teaching-learning activities in the classroom. In spite of the availability of latest

electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested

in the educational value of the mobile phones for the teaching-learning of English. In a

technologically advanced country like Saudi Arabia, the third and fourth generation (3G,

4G) mobile devices are available at affordable prices, and people of all streams find it

necessary to own a mobile phone for connecting with their friends and relatives.

Moreover, it has become a common trend among undergraduates to carry a mobile phone

to the classroom as well. The present study examines the impact of mobile phones on

students’ English language learning. A field study was conducted on fifty-two

undergraduate male students majoring in English language and literature at Aljouf

University, Saudi Arabia. The methodology of data collection included a self-report for
students and a teacher questionnaire. Findings of the study are significant for EFL

teachers and researchers for introducing innovative methods and resourceful materials for

the English classroom.

According to Blanka Klimova, Education and Information Technologies (2018).

Currently, there is an increasing trend in the shift from the use of traditional technologies

such as a desktop computer towards the use of mobile technologies such as a mobile

phone. Nearly all students nowadays own a mobile device and about half of them own

more than one. Therefore, students are nowadays well equipped for mobile learning. The

aim of this review is to explore the use of mobile phones and/or smartphones and their

apps for teaching foreign languages, specifically English, and highlight their benefits and

limitations for their use in the teaching of English as a foreign language. This was done

by conducting a literature search in the databases Web of Science, Scopus, and Science

Direct, and consequently, by evaluating the findings of the relevant studies. The findings

indicate that the use of mobile phones and/or smartphones and their apps generate

positive effects on learning English as a foreign language, especially in the development

of learners’ vocabulary and their increased motivation to study. Nevertheless, more

longitudinal randomized controlled studies are needed to confirm the efficacy of the use

of mobile phone and smartphone on specific language skills and knowledge.

Robert Godwin-Jones, Language Learning & Technology (2017). The iPhone

turns 10 years old in 2017. For the occasion, Apple is rumored to be adding significant

new features for the model to be released this year. Whatever those may be, they are not

likely to have the same impact that the release of the original iPhone had 10 years ago.

That event led to a radical new vision for the design and capability of mobile devices.
Within a short period of time, there was an industry shake-up, with Windows and

Blackberry phones, the erstwhile smartphone leaders, being reduced to insignificance,

along with digital music players (including Apple’s own iPod) and personal digital

assistants (PDAs). The original iPhone also spawned a new mobile device industry

through its big brother, the iPad. Competing products, inspired by Apple touchscreen

devices, soon appeared, notably Android phones and later Chrome books. These

products, in particular, have had a major impact on education, as they have made largely

affordable the advanced features introduced by Apple. In this column we will be looking

at what these devices have meant for language learning and literacy education. I will be

arguing that the Apple inspired touchscreen smartphone is not just another technological

innovation, but rather a device that has ushered in a new era in the human–machine

relationship and that, thereby, it has the potential (not yet realized) of fundamentally

disrupting teaching and learning, including L1 and L2 literacies and learning.

Smartphones have radically changed people’s lives. Before people have to take

extra effort in sending messages or they buy a camera just to take pictures. Today, these

functionalities are integrated into one, rectangular – revolutionary technology that keeps

getting smarter and smarter every day. Since then, smartphones are never found out of

reach from people. According to statistics, almost half of the population owns a

smartphone. In a 2016 survey conducted by the Bank of America, 96% of the millennial

aged 18 to 24 years old said that smartphones are very important for them. 93% of them

even stated that smartphones are more important than deodorant and toothbrush. The

survey also found out that an individual checks his or her smartphone every 6.5 minutes.

Smartphones evolved from the earliest communication devices. Thus, it has been created
to primarily improve people’s way of communicating with each other. The advent of

smartphone technology modernized communications. It has paved the way to SMS, text

messaging, call, video chat, and apps that allow people to instantly communicate to

everyone across the globe.

Statement of the Problem

This study aims to determine the level of learning English language using smart

phones among Second-year BSED English Major students of St. Anthony College

Calapan City Inc.

Specifically, it seeks to answer the following questions;

1. The level of interest in learning English language using smart phones through,

a. mobile dictionary

b. google application

2. What is the level of learning English language of students in terms of;

a. knowledge

b. Performance

c. Affective factors

3. Is there a significant relationship between the use of smartphones and learning English

language of the students?

Research Locale
 This study will be conducted at St. Anthony College School S.Y. 2020 - 2021; a

CHED-managed college private school. This school is located in Barangay Bayanan I,

Calapan City, and was established in 2004, with the School ID of 432007. This school is

initially offered its flagship programs in Nursing and Information Technology.

The college opened more programs after, including primary and secondary education

which is one of the college schools in Calapan that produces quality graduates.

Framework of the Study

Several learning theories support the different variables being discussed in this

research which give a differ insight on the mindset on the learners and gives us a guide of

the level of learning English language using smartphones.

The cognitive theory of multimedia learning (Clark & Mayer, 2011; Mayer, 2001)

provided the theoretical framework of the study. Mayer (2001) suggested that humans

process a restricted quantity of information in a channel of the brain at a time and that

they understand incoming information by generating mental representations. Mayer

proposed that all human brains contain three memory stores: sensory (receiving stimuli

and storing it for a short time), working (processing information and creating mental

concepts or schema), and long-term (storage of all information acquired). Mayer’s

cognitive theory of multimedia learning introduces the concept that the brain struggles to

understand a multimedia presentation of words, pictures, and auditory information in a

mutually exclusive method; the components are carefully chosen and ordered to yield

logical mental constructs. Mayer emphasized the importance of learning and

understanding when new information is incorporated with prior knowledge. The

cognitive aspects of learning with media provide a framework for integrating media and
methods in educational technology based on empirical research evidence. Mayer’s (2009)

work validates the learner-centered approach to technological instructional design and

may contribute to the implementation of successful multimedia instruction.

Continued usage of technology is defined as the long-term usage of an innovation

or information technology (Bhattacherjee, 2001; Premkumar and Bhattacherjee, 2008).

Conceptually, this continuous usage would occur on a regular or ad hoc basis (Meister &

Compeau, 2002). For example, users who habitually book hotels through online

reservation web sites, but do not visit these sites regularly, are still considered continuous

users. This phenomenon can be regarded as the post-acceptance stage in the innovation

diffusion model, wherein users accept a technology, continue using it, and possibly even

consider this usage as normal activity (Rogers, 1995; Cooper and Zmud, 1990). The

concept of continued usage has been examined in such contexts as implementation

(Zmud, 1983), system survival (Cooper, 1991), incorporation (Kwon & Zmud, 1987),

routinization (Cooper and Zmud, 1990), and infusion (Meister & Compeau, 2002; Bell,

2004) in the information technology (IT) and information systems (IS) implementation

literature. These studies acknowledge the existence of a post-acceptance stage where

using an IS technology or service transcends conscious behavior and becomes part of the

user’s routine activity.

The main stream of research on the continued usage of technology relies on the

cognitive dissonance theory, which states that if a person’s attitude and behavior are at

odds (in a state of dissonance), then that person may change his or her attitude to reduce

dissonance (Festinger,1957). This theory is concerned with the degree to which relevant

cognitive elements, such as knowledge, attitudes, and beliefs about the self and the
environment, are compatible. In time, the cognitive dissonance theory evolved into the

expectation-disconfirmation-satisfaction paradigm, which in turn gave rise to the

expectation disconfirmation theory (EDT) (Oliver, 1980; Bhattacherjee, 2001). EDT was

specifically designed to explain post-adoption behavior following one’s first-hand

experience with the target system. It is a process model that utilizes users’ backward-

looking perspectives or retrospective perceptions to explain their intentions and behaviors

based on their initial expectations and their actual usage experience, which includes

confirmation and satisfaction. Confirmation refers to a customer’s evaluation or judgment

of the performance of a service or technology as compared to a pre-purchase comparison

standard. Moreover, user satisfaction is a pleasurable, positive emotional state resulting

from a specific experience (Locke, 1976; Wixom and Todd, 2005). In this context,

satisfaction is an affective state representing an emotional reaction to the usage of a

technology (Oliver, 1992; Spreng et Al 1996).

Cognitive tools are technologies that learners interact and think with in knowledge

construction, designed to bring their expertise to the performance as part of the joint

learning system (Kim and Reeves, 2007, p.224). According to Jonassen, Peck, and

Wilson (2000), students do not learn directly from technology; the role of technology in

instruction is to engage the learner more actively in the process of thinking and

manipulating information which in turn facilitates the learning process. Thinking fosters

learning. Computers have the ability to mediate cognitive processes (Jonassen, and

Reeves, 1996) by providing learners with the critical cognitive support to construct

dynamic mental models which in turn, engage learners in still deeper processing and

better learning. When using technology as cognitive tools in learning contexts, students
and technologies can become intellectual partners in learning; in the process, it helps

learners to surpass the limitations of their (commonly very limited) cognitive capabilities

such as memory, thinking and problem solving capabilities, and to transfer some of the

low level tasks such as calculations, storage and information retrieval to the computer.

All these supports allow the learner to think more productively, and engage in important

processes of articulation and reflection, which are the foundations of higher order

thinking skills and knowledge construction. According to Jonassen (1994) a student who

uses any cognitive tool effectively must necessarily engage (actively), think (deeply), and

articulate their knowledge. With such technology affordances, students engage in

knowledge construction and not in knowledge reproduction. The ‘cognitive tool’

perspective holds that learning occurs only when learners actively engage themselves in

complex learning environments that foster higher order thinking and problem solving

skills. Activity theory (discussed in Section 2.7.4) and the socio-cultural work of

Vygotsky (1978) provide a basis in this regard. According to Vygotsky, tools mediate

and extend our ability to interact with each others by making it possible to externalize our

thinking into forms that we can share with others and can act up on. He proposed that

learning requires two mediational means—tangible tools (technical tools) and intangible

tools or signs (semiotic tools). The role that technology can play in learning is of

particular importance when considering the idea of tools mediating human action.

Suppes (1966) notes while Alexander the Great was able to have personalized

tutoring from Aristotle, this privilege is not available to many. He argued that if the

wisdom and skills of Aristotle could be delivered by a computer, this could be scaled to

benefit many students. Training millions of people to become Aristotle-like personal

tutors is not economically feasible. However, if computer software could be developed to

perform like Aristotle for some tasks, the additional costs of scaling this up to allow

many to benefit is relatively small if the hardware is in place and if the same program is

suitable for many. Computer software is a very scalable technology. In the future there

will be more technologies that can be used for education. Part of the success of any new

system will be if it scales as well as computer software. For example, holodecks might be

used in education (Thornburg, 2014), virtual reality glasses are already on the market,

and neural implants designed to improve cognition are being built, but these would likely

be expensive to scale-up. Nootropics (drugs designed to improve cognition) could

become part of education discourse, and could be cost effective, but their use raises some

ethical/health concerns. Future technologies could provide a radically different way to

gain new information. For now, designing computer software is the most scalable

technology available.

Distinguishing internal and external memory aides can be complicated. Clark

(2008) argues that if a technology is always available and always relied upon that it is

only biological prejudice that prevents someone saying that the technology is part of the

person's mind. With technologies like Google Glass, neural implants, and nootropics,

differentiating internal and external is complicated. Language and writing are social

(inter-personal) technologies that are important for education. Small (1997) describes

how these were used in the creation of the first books. In oral traditions stories waned and

flowed with the orator's and contemporary society's influence, but with books the story

could remain unaltered for generations. People no longer had to rely on stories passed

through many people as accurate representations of the original events. Human

knowledge of Atlantis will have gone through many iterations before Plato wrote about it,

but since then his writings have become record. There are practical issues linking massed

produced material onto formal courses. This can be done more easily when the material is

for just a single course. In the United Kingdom, where the Open University has pioneered

large-scale well-respected distance education since 1969, lectures were often on radio and

television, and sometimes late at night. Nowadays students download their materials and

this is also done with many massive open online courses (MOOCs). The Open University

is a good example of an education system adapting their methods for distance learning

with advances in technology. Home schooling has seen similar changes in relation to

technology. The International Association for K–12 Online Learning (iNACOL), “K–12”

refers to the US grades kindergarten through 12th grade, which corresponds

approximately to 5–17 years old), which began focused on home schooling, is now one of

the main EdTech societies in the US. There are many large-scale courses available via the

internet like Coursera, edX, Udemy, and Udacity, and stand-alone bits of knowledge that

are available and used as part of educational courses including material from the Khan

Academy, Wikipedia, and several YouTube (and YouTube-like) channels.

Another educational technology that pre-dates modern computers is teaching

machines. In the 1920s and 1930s Pressey began creating machines to help to teach

students. Pressey presented these machines at American Psychological Association

conferences and began selling them with the promise of “the freeing of teacher and pupil

from educational drudgery and incompetence” (Pressey, 1933, p. 583). His teaching

machines did not become popular. Benjamin (1988) and Skinner (1958) say part of the

reason was the culture in the US at the time: “the world of education was not ready for
them” (Skinner, 1958, p. 969). At the time Pressey was marketing these machines there

was a surplus of teachers so there was less need for time-saving technology. Pressey

blamed lack of sales on the overall economic depression (Ferster, 2014, p.60). When

Skinner re-introduced teaching machines with some modifications in the late 1950s and

US culture was more receptive. More teachers were needed to cope with the baby-boom

and the US had just seen the Soviets launch Sputnik. There was a realization that the US

needed to catch up with other countries particularly with respect to science education.

Skinner's (1958) approach differed from Pressey's, though they both assumed student-

centered learning. Some of the differences were due to advances in learning theory within

behaviorism as well as other areas of psychological research (e.g., Vygotsky's, 1978 work

suggests a step-by-step approach through each individual student's zone of proximal

development), and part Skinner's own nuanced approach. While Pressey was careful to

say his machines would be a tool to help the teacher, Skinner was more comfortable

saying his machines could do tasks formerly reserved for teachers: “the effect upon each

student is surprisingly like that of a private tutor” (Skinner, 1958, p. 971). His claim lead

to the popular press suggesting that his machines could lead to robots teaching students in

classrooms like the research assistants taught pigeons in Skinner's lab.

There are several ways to classify different types of interactions students can have

with an educational computer system. Atkinson (1968) and Suppes (1966) describe three:

drill and practice, tutorial systems, and dialogue systems. Drill and practice can be seen

as computer extensions of most of the early teaching machines. Students could take, at

their leisure, practice quizzes and be provided with immediate feedback. Given the value

of practice, testing, and feedback (e.g., Roediger et al., 2010), that different students will
be best served by items that vary in difficulty and pertain to different competencies

(Metcalfe, 2002), and that this is a monotonous task for teachers to do, drill and practice

is an obvious part of the curriculum for computers to assist. Drill and practice systems

allow students to evaluate their own knowledge efficiently.

Conceptual Framework of the Study

Input Process Output

Level of Interest in
Learning English
language through
Smartphones
 Mobile
Dictionary
 Google Questionnaires Level of Learning
Applications English Language
Using Smartphones.
Level of Learning
English Language of
Students
 Knowledge
 Performance
 Affective factors

Figure 1
Figure 1 presents the conceptual paradigm of the study. The input is shown in the first

box which contains the level of interest of students in learning English language through

smartphones in terms of mobile dictionary and Google application, level of learning

English Language of students in terms of knowledge, performance and affective factors,

and is there a significant relationship between the use of smartphones and learning

English language.

The second box contains the instrument to be utilized by the researcher in the conduct of

investigation. This includes the survey questionnaires.

The third box contains the level of learning English language using smartphones.

Hypothesis

There is significant relationship between the use of smartphones and learning

English language.

Scope and Delimitations of the Study

This research paper assesses the level in learning English language using

smartphones of the BSED English major students of St. Anthony College Calapan City

Campus Inc. for S.Y 2020-2021. The respondents of study was limited only to 20

students from college students under BSED English Majors.

Significance of the Study

The researchers consider this study as significant and useful to every stakeholder of

the curriculum.
 The framework of this research will help English teachers determine the students’

level of learning English language using smartphones.

To the parents, they may fully understand some of the factors that affect to the

learnings of their children with the use of smartphones.

Second year BSED English majors covered in this study will be able to determine

their level of learning English language in terms of knowledge, performance and

affective factors through the use of smartphones with the different mobile applications.

Future researchers can also make use of the entire output of this study as reference

material in a much deeper study of level of learning English language through the use of

smartphones.

Definition of Terms

English Language – considered as the universal language and the second spoken

language in the Philippines.

Students – they are the BSED English majors of St. Anthony College Calapsn City Inc.,

S. Y 2020-2021.

St. Anthony College Calapan City Inc- serve as the research locally where the second

year college students are enrolled.

Smartphones – is a mobile device that combines cellular and mobile computing

functions into one unit.

Technology – machinery and equipment developed from the application of knowledge.

Mobile applications – is a type of application designed to run on a mobile device, which

can be a smartphone or tablet computer.

Multimedia – is a form of communication that combines different content forms such as

text, audio, images, animations or video into a single presentation.

Affective factors –are emotional factors which influence learning, they can have a

negative or positive effect.

Academic Performance – is the outcome of education – the extent to which a student,

teacher or institution has achieved their educational goals.

Chapter II

Review of Related Literature and Studies

 This chapter presents the related literature and studies, both foreign and local which

serve as guide for the present investigation. The aim of this chapter is to highlights other

related literature review and studies to support this research and serve as a guide to

conduct well this study.

Related Literature

Foreign

Rastislav Metruk (2020), states that the era we live in is indissolubly linked with

technological advancements and innovations in almost every sphere of human activity,

including education. Mobile-assisted language learning (MALL), which holds an

influential position in this regard, affords plenty of opportunity for language acquisition

of EFL (English as a foreign language) learners. The growing trend in the in the shift

from using computers for employing smartphones into the teaching and learning process

merits further exploration of researchers and practitioners. Researchers concludes that

although the advantages appear to easily outweigh the disadvantages, there are certain

aspects which need to be addressed and more closely approached, especially at higher

education institutions which prepare future teachers for their teaching careers.

Mall offers numerous considerable advantages, but also some drawbacks. Moreover,

in spite of the fact that smartphones can be regarded as useful aids to language learning, a

number of studies indicate that the use of smartphones does not always spur teaching and

learning since there are some limitations which need to be taken into account, finally,
teachers themselves occupy a substantial role in integrating mall into the teaching

process, and ought to be provided with adequate and effective training.

It is crucial to investigate students’ perspective because they are an important part

of learning or teaching process and their perspective would indicate acceptance and

preparedness for using smartphones as learning tool. Researchers stated mobile learning

is very effective but in some areas educationists still need to be convinced regarding its

potential as an effective learning teaching tool and cross-cultural view of it may convince

them to use it in their settings too.

Dashtestani (2013) conducted a study on 73 EFL, teachers and 126 students to

explore their perspective about using online dictionary. Positive results were found

regarding learning English vocabulary via online dictionaries as they are available for

students in their smartphones without time or place restrictions. Researchers reported that

there standard or authentic English dictionaries available online as well as substandard

and unauthentic too so the user needs to be careful while installing a dictionary on his

smartphone.

Johnson (2014) conducted a study on students of 9-12 grade and teachers in

Louisiana State University and Agricultural and Mechanical College to investigate their

perspective about how using social media on mobile devices can enhance learners’

engagement in learning. Findings of that study indicated that teachers were highly in

favor of using media via mobile devices for learners’ engagement in learning in their

classes. It was found that using mobile devices for learning increase students’ interest in

learning and they are found more motivated.

 Kanchana and Saha (2015) investigated how integration of smartphones in learning

facilitates learners in learning English as a foreign language in India. They concluded that

integrating mobile phones in teaching learning process makes teaching more effective so

it is helpful for teachers as well as students. Due to internet connectivity and learning

apps in phone EFL teachers need to re-design their teaching styles and strategies to get

benefit of technology in classroom. It helps learners to work independently as

autonomous learners and teachers are only the facilitators to help them when they need.

Nalliveettil and Alenazi (2016) explored students’ views about using mobile phone

for learning English at Aljouf University in Saudi Arabia. Survey method was used for

data collection from a sample of 52 undergraduate students majoring in English and

results were found positive, students were found supportive toward learning via hand

help mobile phones.

Al-Tameemy (2017) explored learners/ attitude towards using mobile phones for

learning purposes. Students showed positive attitude, they liked learning via mobile

phones and were found motivated. Khalid (2018) explored the use of mobile phones for

improving students’ writing skills. He used a questionnaire for data collection from

intermediate level students studying in Pakistan. Again positive results were found as

majority of the students were found in favor of improving their writing skills via their

mobile devices. It was concluded that learning via mobile phones really help students in

improving their writing skills in English as a second/foreign language and integrating

mobile learning in learning English was strongly recommended by the researcher.

Ishaq (2018) explored the use of mobile dictionaries for learning English as a second

language. Survey method was used for data collection from the sample size of 100 BS
English students studying at University of Gujrat, Pakistan. Positive findings were

reported because students were in favor of using electronic dictionary for improving their

vocabulary by learning new linguistics items on daily basis via their mobile phone

dictionary.

Local

Manila Philippines (Xinhua) – Filipinos are using their mobile phones not only to

communicate but also as mobile computers as well, according to a recent market study

issued Tuesday. TNS, a global customized research company, said in its report that

Filipino consumers are not just using cell phones to call and texting messages and photos,

but also as a means to have “internet- on-the-go,” allowing users to be always online.

Of the 38,000 respondents in Metro Manila, 75% of the respondents surveyed used

mobile phones to take photos or videos; 45% to browse the internet to check their emails:

44% to access their social networking sites: and 37% to check their emails. The study

was conducted from November 12 to January 2013.

Based on the findings of the study, the increase in various mobile activities explain the

growing trend of Wi-Fi accessibility in public areas,” said TNS Philippines Managing

Director Gary de Ocanpo. About 35% of Metro Manila respondents connect to the

internet via Wi-Fi access in public area in 2013.

 The study showed that Filipino consumers changed their purchasing priorities from

buying phones based on physical features to choosing a phone that will enhance personal

experience. Smartphone usage in the Philippine is now at 53% compared to overall

mobile phone usage of 89%. The study identified five growth potential for increase

mobile usage video calling, Wi-Fi at home, watching live TV shows, blogging and

streaming video like You Tube. The sale of smartphone in the Philippines market is seen

to increase significantly in the next few years as prices go down. The TNS study also

revealed that most Filipino living in Metro Manila own “multiple screens’ or more than

just one device.

Related Studies

Foreign

According to Ali Alzubi (2019), he stated that the majority of teachers (83%)

supported the integration of smartphones in EFL context, as 71% believe that

smartphones would enhance students’ EFL learning 72% reported that they used

smartphones for university-related work. Sending and receiving emails, accessing the

internet, and using educational applications were the most reported beneficial features

whereas scanning/creating QR codes, using calculator, playing games, and playing a

podcast were the least reported. 79% believed that smartphones would have instructional

benefits for the learners such as access to technology, motivation, creativity, English

language learning opportunities, and variation in instruction whereas 58% did not see any

barriers in the use of smartphones in EFL context. That smartphones mat distract
students’ attention was the only reported barrier. Recommendations and applications

were suggested.

Jaroslav Kaceti, Blanka Klimova (2019), at present, hardly any younger person can

imagine life without mobile technologies. They use them on a daily basis, including in

language learning. Such learning supported with mobile devices is called mobile

learning, which seems beneficial especially thanks to the unique features of mobile

applications and teachers encouragement and feedback. The purpose of their review study

is to explore original, peer-reviewed English studies from 2015 to April 2019 and to

determine whether mobile applications used in the learning of English as a foreign

language are beneficial and/or effective. The methods are based on a literature review of

available sources found on the research topic in two acknowledged databases: Web of

Science and Scopus. Although, 16 original journal studies on the research topic were

detected. The results reveal that mobile learning is becoming a salient feature of

education as a it is a great opportunity for foreign language learning. Its key benefits are

as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation

to study in both formal and informal settings, the learner’s autonomy and confidence, as

well as the promotion of personalized learning, helping low-achieving students to reach

their study goals. Although mobile learning seems to be effective overall, it is desirable to

design, plan and implement it with caution, according to deliver multiple language skills

in authentic learning environments.

According to Jonathan Wrigglesworth (2020), successful second language learning

can be seen s occurring in two arenas; the exposure and learning which occurs, under the
guidance of a formal education setting, under the guidance of n instructor and that which

occurs informally, under the guidance of the learner or incidentally as the learner pursues

other activities. As smartphones have become more available and affordable, educators

and learners have looked at the potential these devices offer to extend language learning

opportunities beyond the classroom. This study looked at how university English

language learners engaged in student-led communicative tasks on an Multimedia

Messaging Systems platform accessed through their smartphones. In designing the study,

they took an interactionist perspective and used sociocultural theory as an analytical tool

in their analysis. The results showed that learners successfully engaged in this tasks and

that they found hem useful as language learning activities. Although there was a low

level of negotiation of meaning between peers, the participants were heavily involved in

using affordances on their smartphones to help them engage in the tasks.

Suleyman Nihat Sad, Niyazi Ozer, Umit Yakar, Fatih Ozturk (2020) conducted a

study investigating the views of freshmen on using their smartphones in learning English

as a foreign language. The data were collected from the 428 freshmen attending the

English preparation programs run at Inonu and Firat Universities, turkey, using

“Smartphone Use in Learning Foreign Language Scale”. The results showed that

participants use their smartphones more frequently to engage in English listening and

speaking activities than reading and writing activities. The participants also believe that

smartphones scarcely havr adverse effects on learning English. However, it was also

found that the more time students spend online, the more they suffer from the adverse

effects of smartphones in terms of language learning. Results about gender revealed that

female students use their smartphones more frequently than their male peers to engage in
formal language learning activities. Significant differences related to frequency of

smartphone use for both formal and informal language learning purposes were detected,

with the Business Administration and Molecular Biology and Genetics Department

students showing higher frequency. No statistically significant difference was found

between students’ views about using smartphones for language learning according to the

types of internet connection (Wi-Fi, mobile data, or both).

Local

According to studies conducted by Cecilia Alessandra S. Uy-Tioco of New School

University (2004), cellphone technology has broken through class divisions. Because of

pre-paid numbers, people without credit history, reasonable incomes, or permanent

addresses have been able to obtain cellphones. For a country that is socially stratified, this

is very empowering. Having the capacity of owning and using a technology that the rich

use is very empowering for the lower and lower-middle class.

Paul Antonio Villegas (2000), a teacher at the Ateneo de Manila High School noticed

that his students have been using shortcuts in their compositions. In addition, text

messaging has become the new way of cheating. To combat these, elementary and high

schools have prohibited the use of cellphones during in-between class hours.
 CHAPTER III

METHODS AND PROCEDURE

This chapter deals with description, research design, sampling techniques, research

instruments, procedure o data gathering, and statistical tools used in this study.

Research Design

This study will utilize the descriptive method of research to identify the level of level

of learning English Language using Smartphones of the students.

As mentioned by Creswell, (2002) asserts that descriptive methods is involves of

identification of attributes of a particular phenomenon based on an observational basis, or

the exploration of correlation between two or more phenomena.

Sampling Technique

All BSED English majors who are enrolled in this Academic Year 2020-2021 in St.

Anthony College Calapan City Inc, were taken as the population of the study. Since the

number of respondents was manageable, the researcher will use a random sampling.

Research Instrument and Validation

The main instrument of the study was a self-made questionnaire. The

questionnaire was made up of four (5) components with five (4) items each. Part I was

composed of set of items that deals with the level of interests of the students in learning

English language through mobile dictionary and Google application. Part II comprises

with three (3) parts, dealt with items that measure the level of learning English language

of the students in terms of knowledge, performance and affective factors. Part III is the

significant relationship between the use of smartphones and learning English language.

The questionnaires were prepared ahead of time and listed for the validity and reliability

of the instrument.

After answering, the researchers collected the answered questionnaires. Data

presentation, analysis and interpretation thus followed.

STUDENTS’ QUESTIONNAIRE

Mobile Dictionary 5 4 3 2 1
1. I used mobile dictionary to search unfamiliar words.

2. I can easily access the application of mobile

dictionary in the internet.
3. I can learn the meaning of new unfamiliar words
through the use of mobile dictionary.
4. I am able to use new words to apply it in learning
English language.

Google Application 5 4 3 2 1
1. I can search more information about something I want
to know through the help of Google application.

2. I can use those information I get from the Google

application and apply it in real life situation.

3. I can recommend the Google application for searching

on the internet.

4. I can share about the helpful use of Google application

as a source of legitimate information.

Knowledge 5 4 3 2 1
1. Improve my knowledge about different vocabulary
words.

2. Enhance my confidence in using unfamiliar words

through the use of smartphones.

3. Can be able to answer questions related to rarely used

words.

4. Can construct sentences using unfamiliar words.

Performance 5 4 3 2 1
1. Constructs comprehensive sentences in accordance to
previous learnings.
 2. Relates meaningful words during speaking
performances.

3. Uses vocabulary words when delivering a speech,

4. Uses vocabulary words when delivering a speech,.

Affective Factors 5 4 3 2 1

1. With confidence during English speaking

performance.
2. Creates a positive attitude towards English speaking
tasks.

3. Does not feel uncomfortable when speaking in front of

the class.

4. Believes in your English speaking abilities.

To determine the use of smartphones in learning English language of students, the

following rank and interpretation is utilized:

4 – Always

3 – Sometimes

2 – Rarely

1 – Never

The questionnaire – checklist is presented to the adviser and expert on English language

for comments, corrections, and suggestions on the content.

Reliability and Validity of the Instrument

 To test the reliability of the instrument, the researcher will conduct a test re-tests

method. The survey will give to the selected respondents, then after 5 days of interval,

they will administer again with the same questionnaire. This is to determine of the

respondents the same answer.

On the other hand, to test the Validity of the instruments, the researcher will consult (3)

experts who will validate it.

Tabulation and Scoring of Data

For scaling and quantification, the researcher will utilize a 4-point scale to

describe the mean responses of respondents such as:

Table 2 presents the numerical values, statistical limit and verbal description concerning

the Level of the Use of Smartphones in Learning English Language of Bachelor of

Secondary Education students in St. Anthony College of Calapan City Inc.

Table A. Scaling and Quantification

NUMERICAL VALUE STATISTICAL LIMIT VERBAL

DESCRIPTION
4 3.50 – 4.00 Always
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
1 1.00 – 1.49 Never

Procedures of Data Gathering

The researcher sought permission from the Dean of Academic Affairs of Bachelor of

Secondary Education in St. Anthony College Calapan City Inc. to allow the conduct of

study.

Upon its approval, questionnaire was personally administered to the respondents

with the assistance of the researcher. The students were given ten (10) minutes to answer

the questionnaire. The researcher will collect immediately the questionnaires that will be

answered by the respondents.

After the students answer the questionnaire, the researcher will retrieve it.

Through these gathered data, the researcher will then analyze the Level of Learning

English language of students through the use of Smart phones.

Statistical Treatment

The data will be gathered to analyze and interpret and testing the hypothesis of

the study using descriptive statistics such as frequencies and the mean.

T-test will be used to determine the relationship of the variables involved in this

study. It is calculated to show linear relationship between two variables. Test-Retest will

also be used to ensure validity of the questionnaires. These tools will help the researcher

to analyze and interpret the results.

The following statistical tool formulas to be used in the study:

Mean.
x́=
∑x
n

where:

x́ – the mean

∑ x - the summation of the product

n - the total number of the frequencies

To test the hypothesis of the study t-test was used to determine the degree of difference

between perceptions of the respondents.

Thus the formula below is adapted:

where:

t = t-test

x̅1 = mean of the first set of values

x̅2 = mean of the second set of values

S1 = standard deviation of the first set of values

S2 = standard deviation of the second set of values

N1 = total number of the values in the first set

N2 = total number of the values in the second set

The formula for standard deviation is given by:

where:

s = standard deviation

x = value given

x̅ = mean

n = total number of values

 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the discussion of data gathered together with tabular

presentation and discussion organized based on the statement of the problem.

1. Level of Interest in Learning English Language Using Smartphones of the

Students

1.1 Mobile Dictionary

Table 1.1 Weighted Mean, Percentage and Rank of the Level of interest in learning

English language using smartphones of students in terms of mobile dictionary.

Percentage
 A. Mobile Dictionary Weighted Rank Verbal

Mean Interpretation

1. I used mobile

dictionary to search
3.45 86.25℅ 3 Sometimes
unfamiliar words.

2. I can easily access

the application of
3.45 86.25℅ 3 Sometimes
mobile dictionary

in the internet.

3. I can learn the meaning

of new unfamiliar words

3.55 88.75% 1 Always
through the use of mobile

dictionary.
4. I am able to use new

words to apply it in learning

3.45 86.25% 3 Sometimes
English language

The table displays the level of interest of the students in learning English

language using mobile dictionary trough smartphones which shows that item number (3)

three ranked 1 that most numbers of students with the computed weighted mean of 3.55
with the percentage of 88.75% were able to learn English language with the use of mobile

dictionary through smartphones and a verbal interpreted as always. Items number (1) one,

(2) two and (4) four ranked 3 with a computed weighted mean of 3.45 and with a

percentage of 86.25% which says that most students can learn English language with the

use mobile dictionary through smartphones and a verbal interpretation as sometimes.

1.2 Google Application

Table 1.2 Weighted Mean, Percentage and Rank of the level of interest in learning

English language using smartphones of students in terms of google application.

B. Google Weighted Percentage Rank Verbal

Application Mean Interpretation

1. I can search more

information about
3.40 85.00℅ 2.5 Sometimes
something I want to

know through the

help of Google

application
2. I can use those

information I get
 from the Google 3.40 85.00% 2.5 Sometimes

application and

apply it in real life

situation
3. I can recommend

the Google
3.35 83.75% 4 Sometimes
application for

searching on the

internet.
4. I can share about

the helpful use of

3.60 90.00% 1 Always
Google application

as a source of

legitimate

information

It shows in the table the level of interest of the students in learning English

language using Google application through smartphones. It shows that the item number

(4) four that ranked 1 shows that students are able to learn English language using

Google application with the highest calculated weighted mean of 3. 60, with the

percentage of 90.00% percent and a verbal interpreted as always. Students are mostly

used Google application to search more information about something they want to know

which ranked (2.5) with the calculated mean of 3.40 and percentage of 85.00% as verbal

interpretation of sometimes. At an average of 3.35, students are able to recommend

Google application for searching on the internet with the rank of (4) four as a verbal

interpretation as sometimes.

2. Level of Learning English Language of students in terms of Knowledge;

2.1 Knowledge

Table 2.1 Mean Perception and Rank of the level of learning English Language in terms

of knowledge.

A. Knowledge Weighted Percentage Rank Verbal

Interpretation
Mean
1. Improve my knowledge

about different vocabulary

3.30 82.50% 4 Sometimes
words
2. Enhance my confidence in

using unfamiliar words

3.60 90.00% 1 Always
through the use of

smartphones
3. Can be able to answer

questions related to rarely

3.50 87.50% 2 Always
used words
4. Can construct sentences
 using unfamiliar words. 3.40 85.00% 3 Sometimes

The table shows the level of learning English language as perceived by students of

Bachelor of Secondary Education Major in English in St. Anthony in terms of

knowledge. It implies that students were enhance their confidence in using unfamiliar

words through the use of smartphones with an average of 3.80 with a percentage of

90.00%. It was then followed by students who were be able to answer questions related to

rarely used words with an average of 3.50 with a percentage of 87.50% and a verbal

interpretation as always. The fourth item obtained an average score of 3.40 with 85.00%

percent that is under the description of sometimes. The lowest mean score is 3.30 with a

percentage of 82.50% implies that sometimes students were improve their knowledge

about different vocabulary words.

2.2 Performance

Table 2.2 Mean Perception and Rank of the Level of Learning English Language in terms

of Performance;

B. Performance Weighted Percentage Rank Verbal

Mean Interpretation
1. Constructs

comprehensive
3.45 86.25% 3 Sometimes
sentences in

accordance to
 previous learnings
2. Relates meaningful

words during speaking

3.35 83.75% 4 Sometimes
performances
3. Uses vocabulary words

when delivering a speech,

3.55 88.75% 1 Always
4. Can participate well in

the class with confidence.

3.50 87.50% 2 Always

In terms of student's performance, the item number (3) three ranked number 1 with a

calculated mean of 3.55 and a percentage of 88.75% that falls under the description of

always, shows that in the student performance, they can use vocabulary words when

delivering a speech. The fourth item shows that students were be able to participate well

in the class with confidence with a computed mean of 3.50 and a percentage of 87.50%

that describes as always. With an average mean of 3.45 with a percentage of 86.25% it

implies that students can construct comprehensive sentences in accordance to their

previous learnings ranked as third with a verbal interpretation as sometimes For the

lowest ranked, item number (1) shows that students relate meaningful words during

speaking performance with the description of sometimes in a calculated mean of 3.35 and

83.75%.

2.3 Affective Factors

Table 2.3 Mean Perception and Rank of the Level of Learning English Language of the

students in terms of affective factors.

C. Affective Factors Weighted Percentage Rank Verbal

Mean Interpretation
1. With confidence

during English
3.75 93.75% 4 Always
speaking performance
2. Creates a positive attitude

towards English speaking

3.95 98.75% 1 Always
tasks.
3. Can feel comfortable when

speaking in front of the class.

3.85 96.25% 2 Always
4. Believes in your English

speaking abilities
3.80 95.00% 3 Always

The table displays the level of learning English language as perceived by Bachelor of

Secondary Education Major in English students in terms of affective factors. With the

highest weighted mean of 3.95, a percentage of 98.75%, students are able to create a
positive attitude towards English speaking tasks which interpreted as always. It was

followed by a mean score of 3.85 with a percentage of 96.25%, shows that students can

feel comfortable when speaking in front of the class with the verbal interpretation as

always. On the other hand, item number (4) four ranked third with an average score of

3.80 with a percentage of 95.00% which considered of the description of always, shows

that in terms of affective factors, students believes in their English speaking abilities. For

the lowest rank which is the item number (1) one with the computed weighted mean of

3.75 and a percentage of 93.75%, it indicates that students has confidence during the

English speaking performance with a verbal interpretation as always.

3. Is there a significant relationship between the use of smartphones and

learning English language of the students.

Table 3.1 Relationship between the use of smartphones and learning English language

of the students.

Paired t-test p-value Decision Remarks

value

Level of Using 2.100 0.175 Accept Significant

Smartphones and Relationship

Learning English

Language
The table displays the significant relationship between the level of using Smartphones

and learning English language of students. The result of paired t-test value in level of

using smartphones and learning English language of students are 2.100 with a p-value of

0.175 therefore, it is accepted and the evident that there is significant relationship

between the two variables.

Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the research findings, conclusions and

recommendations.
Summary

Listed below are the findings from the presented data and tables.

1. The Level of Interest in Learning English Language Using Smartphones of

the Students.

1.1 Mobile Dictionary

The level of interest of the students in learning English language through the use of

smartphones, with the highest weighted mean of 3.55, a percentage of 88.75% which

indicates that the students were be able to learn English language with the use of mobile

dictionary through smartphones and a verbal interpretation of always.

1.2 Google Application

In terms of Google application under the level of interest in learning English language

through the use of smartphones, item number (4) four ranked 1 shows that students were

able to learn English language using Google application with the highest weighted mean

of 3.80 and the percentage of 90.00% verbal interpretation of always.

2. Level of Learning English Language of Students in terms of Knowledge.

 2.1 Knowledge

In terms of knowledge, the level of learning English language of the students has the

highest weighted mean of 3.80 with a percentage of 90.00% and verbal interpretation of

always implies that the students were enhance their confidence in using unfamiliar words

through the use of smartphones.

2.2 Performance

The level of learning English language of the students in terms of performance, students

enhance their confidence in using unfamiliar words through the use of smartphones has

the highest weighted mean that is 3.80 with a percentage of 90.00% and verbal

interpretation of always.

Conclusion

1. Most numbers of the students were be able to learn English language using

mobile dictionary and Google application through their smartphones.

2. The level of learning English language in terms of knowledge, performance and

affective factors, the students were enhance their confidence in using unfamiliar words

through the use of smartphones, they were able to use vocabulary words in delivering a

speech and create positive attitude towards English speaking tasks.

3. There is a significant relationship between the level of using smartphones and

learning English language.

Recommendation
 Based on the findings and conclusion of the study, the following

recommendations are offered by the researchers.

1. Smartphones are found helpful in learning English according to learners' own

convenience and ease. They showed a positive response towards learning the

English language via their smartphones due to internet connectivity, quick access

to learning materials, and applications like mobile dictionary and Google application.

2. Since it was also proven that affective factors have significant relationship with

the level of learning English language of the students, the instructors are recommended to

use technology in the classroom which may create a real-world that will develop

learners’ real-world skills.

3. In addition, teachers must encourage the students to use their smartphones for

more important things like something that can help them improve and enhance their

English language skills.

 Bibliography

Blanka Klimova Education and Information Technologies 23 (3), 1091-1099, 2018

George Mathew Nalliveettil, Talal Hail Khaled Alenazi Journal of Language Teaching
and Research 7 (2), 264-272, 2016

Robert Godwin - Jones Language Learning and Technology 21 (2), 3-17, 2017

Rastislav Metruk Dilemas Contemporaneos; Education, Politica y Valore 6 (3), 2019

Language Literature and Culture in Education 2020 10, 41, 2020

Jaroslav Kacetl, Blanka Klimova Education Sciences 9 (3), 179, 2019

Ali Alzubi Research in Social Sciences and Technology 4 (1), 92-104, 2019

Jonathan Wringglesworth Computer Assisted Language Learning 33 (4), 413-434, 2020

Suleyman Nihat Sad, Niyazi Ozer, Unit Yakar, Faith Ozturk Computer Assisted
Language Learning, 1-27, 2020

APPENDICES
 Documentation

12 May 2021

Dr. Marietto C. Sevilla

Dean of Academic Affairs Bachelor of Secondary Education

St. Anthony College Calapan Inc.

Dear Dr. Sevilla:

The St. Anthony College Calapan Inc. through the Bachelor of Secondary Education specializing
in the field of English has its on-going research entitled The Level of Learning English Language
Using Smartphones of Students as a partial requirement for the subject English 10: Language
Research.

Additionally, our school, St. Anthony College Calapan Inc., has been selected as the research
locale of our study. Relative to this, we would like to request your good office to allow us to
distribute our questionnaires to your college students base on their availability. Rest assured
that all data gathered would be treated with the utmost confidentiality and will be used for
academic purposes only.

We are hoping for your kind consideration for this matter.

Thank you and God bless!

Respectfully yours,

Jenalyn J. Romasanta

Researcher

Noted by:

Johnmer G. Avelino

Research Instructor

Encl. Copy of questionnaire.

ST. ANTHONY COLLEGE

CALAPAN CITY, INC.

Curriculum Vitae

ROMASANTA, JENALYN J.
Baruyan, Calapan City, Oriental Mindoro, 5200
Jenalynromasanta22@gmail.com
09955438867

PERSONAL INFORMATION

Sex : Female
Age: 29
Date of Birth: August 04, 1991
Place of Birth: Mambugan, Antipolo Rizal
Weight: 48kgs
Height: 5’5”
Marital Status: Married
Religion: Born again Christian
Nationality: Filipino
Father: Leonardo Janer
Mother: Delia Janer

EDUCATIONAL ATTAINMENT
Tertiary: Bachelor of Secondary Education
St. Anthony College Calapan City, Inc.
Bayanan 1, Calapan City Oriental Mindoro
2019 - present

Secondary: Macatoc, National High School

Macatoc Victoria, Oriental Mindoro
2005-2009

Elementary: Victoria, Central School

Pob. IV Victoria, Oriental Mindoro
2000-2005

JENALYN ROMASANTA
Researcher

DOCUMENTATION
Respondents Answers