Using smartphone texting applications to help students Contents introduction

Chapter .I. How to use effectively smartphone in the classroom

1.1.Use of smartphone applications in English language

Teachers are always frustrated with students and their use of cell phones during classroom. Texting, tweeting, and snap chatting during in class are an incredible distraction, resulting in a difficult teaching environment. In this paper, we propose an innovative approach to encourage students to use effectively their smartphone in classroom. The main idea behind this is to develop an easy and friendly application related to the course that may be accompanied by the used textbook. The proposed application can be adapted easily to any textbook, where no coding is required. A recent study done in Toronto District School showed that more than 95% of the university students possess smartphones. However, many complains were done by teachers about the use of cellphones in classroom . Texting, tweeting, posting blogs and snap chatting during class time are considered to be a major source of incredible distraction, making it difficult for educators to deliver and teach their prepared materials. It is pretty hard to compete with a very funny YouTube video as most people agree on. It is considered to be the most vexing issue of the digital age for teachers and administrators . Many debates where done regarding actions being taken with students’ cell phones. Some agree on maintaining smartphones and other electronic devices in schools as a crucial competitive tool in a global market, while others insist that these devices distract students, compromising their learning time and focus (figure1). In both cases, the problem using cellphones in class remains a major issue and is rapidly increasing, therefore educators must find a way to deal with this situation and need to find an appropriate solution for both parties. A large number of educational institutions are now implementing the use of supplemental courses via smart devices and automated systems. This facilitates students in grasping more knowledge using their favorite electronic mobile device tool. Adapting many educational software by universities in their teaching programs, many software markets and mobile applications have increased rapidly supporting operating systems (OS) that are installed on mobile devices. Students are now capable of managing their study time by grasping updated e-books and online prerequisite materials using android, iOS and window mobile smartphones running on OS, making learning more flexible and time efficient [8]. Many advantages come with the use of mobile learning that can be summarized by the following points such as instant updates of course-related materials; reducing cost distribution and time marketing of old-version textbooks with instant updated online courses using Wi-Fi and cellular connectivity; flexibility in learning with no limitation to time or place; showing more interest in reading handy educational contexts versus occasional learning; time management and effectiveness during online quizzes and assessments. Nowadays, mobile technologies and mobile applications (apps) are becoming an indispensable part of learning, including foreign language learning.This recent methodology of their use is called mobile learning (m-learning). M-learning further expands e-learning by promoting independent and active learning and by turning educational institutions into 24/7, no-barrier learning centers. In a similar vein, Klimova speaks of Mobile Assisted Language Learning (MALL) as a new subdivision of Computer Assisted Language Learning (CALL). Leis et al. even suggest a new acronym for Smartphone Assisted Language Learning, SPALL, as the smartphone o
ers capabilities far beyond the traditional mobile phone. The key features of m-learning, such as personalized learning, independent on time and place, collaboration with peers and teachers in both formal and informal settings, ubiquity and interactivity of mobile devices, make m-learning ecient.Furthermore, research in MALL shows that using mobile phones and their apps seems to be beneficial for foreign language learning, especially thanks to their unique features and teachers’ encouragement and feedback . Students learning a new language need as much language support as possible. Students learning a new language need variety of language exposure. They need exposure of listening and speaking, and they also need to practice a lot of reading and writing in the language they learned. In this sense, technology has provided abundant resources for listening and reading as well as space for practicing speaking and writing. When teacher adds sound of voice to text, gives explanation orally using video, especially when students can access it outside the classroom can give a personalized touch to students’ learning experience. In this writing, some useful websites and Apps for writing and reading will not be discussed in detail. Students, particularly teenagers, usually love to watch movies, and watching it together could be even more exciting for them. However, video watching cannot be the only activity in listening class. There should be a series of follow up activities to confirm students’ comprehension or at least to get students’ responses and feedback towards the video. Martinez mentioned some websites which can be used as the follow up activities after movie or video watching in listening classes. In real life, students will interact not only with English native speaker but also with non-English native speaker. As in the real world students will encounter both situations. In addition, to cater the students’ needs, one of the things that teachers can do is to adjust the level difficulties to the students’ proficiency level. Authentic listening materials with activities can be accessed at www.elllo.org created and managed by Todd Beuckens, an English teacher based Japan. ELLLO (English Listening Library Online) offers free listening activities for students. In this resource full website,

there are over 2,500+ free lessons with audio, video, a script, interactive quiz and vocabulary support exercises. This website is appropriate for self-study. Each activity type is uniquely designed and focuses on different skills: Views: These pages are predominantly audio interviews of various speakers talking about a range of topics. The language is natural and authentic than language in textbooks. All activities accompanied by downloadable audio, vocabulary lessons, and a quiz. This activity is mainly dialogues of two or three persons with different nationalities but occasionally monologues about a custom of a unique place or unique experience.Videos: The videos presented in this website are similar to the Views activities and they feature various speakers talking about a wide range of popular topics. Captions are provided in the video so students can listen and read the text at the same time. A quiz is provided to enhance interest and as comprehension exercises. Almost every student has smart phones and has the access of global radio. Instead of listening to local radios they can listen to various stations in many different languages. The use of online radio application on Android or iOS for sure can be an essential tool in supporting students’ listening skill. Students will get exposure to listen to various accents, topics in many different forms such as talk show, interviews, news and many more. By using apps such as Tune in Radio, Pandora, Stitcher or many other available apps, students can choose any programs from many different Radio stations all over the world and get exposed to English spoken in the real communication context be it native or non-native speakers.Take an example of TuneIn Radio. TuneIn has all of the popular sports, news, music and talk radio as well as top podcasts. With downloading the Apps from App Store and Google Play Store student can listen to exclusive podcasts and share what they are listening with friends in their social media. In brief, accessing up-to-date material via Apps and Internet gives students exposure and opportunities to improve their listening skills outside the classroom. These materials can also be used for classroom activities. It is the teacher’s job to choose and adapt for teaching purposes.