Convergence or Divergence in EFL Teachers’ and Learners’ Beliefs on Using Smartphones in Learning English: The Case of Master1 Students - University of Tlemcen (Algeria)

Abstract

The present study attempts to investigate Algerian EFL teachers and learners’ outlooks vis-à-vis the use of smartphones in learning English.  The aim from undertaking this study is partially to gain insights into the awareness of Algerian EFL teachers and learners on the importance of integrating smartphones in EFL classroom and partially to find out how much convergent and divergent Algerian teachers and students’ beliefs are in terms of using smartphones in learning English. The study sample consisted of 10 teachers and 30 students of the Department of English in Master 1 level who were enrolled in the academic year of 2019-2020. Data were collected using a questionnaire to examine the students’ beliefs on their use of smartphones in learning English while semi-structured interviews were conducted with teachers. Using the descriptive quantitative design, the findings reveal convergence in teachers’ and students’ responses in that they both show positive attitudes towards using smartphones in learning English. This is because learning English with smartphones results in more motivated students, increased exposure to English, extended vocabulary and easier access to information regardless time and place. Even though, a number of challenges were raised from the part of both teachers and students including the small screen size of their smartphones and slow network connections. On the basis of these results, some pedagogical implications and directions were recommended in the end. 

https://doi.org/10.26803/ijlter.19.12.13