The Role of Smartphones for Online Language Use in the Context of Polish and Croatian Students of Different Disciplines

Abstract

Easy and cheap access to the Internet and a wide array of new technologies, such as smartphones, have multiplied opportunities for online informal learning of English (OILE). Yet, despite sizeable research, few studies have examined the issue of OILE in the context of university students of different disciplines. The aim of this research study was to examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign language skills. The study assumed both qualitative and quantitative methodology encompassing three research instruments: an online survey, the self-assessment language competence grid of the Common European Framework of Reference for Languages (CEFRL; Council of Europe, 2001) and a semi-structured interview. Data were collected with 377 students from two universities: University of Białystok, Poland and University of Osijek, Croatia. The research outcomes indicate that both Croatian and Polish students of different disciplines use their smartphones chiefly for receptive activities with infrequent use for language learning purposes and the predominant use of the mother tongue or English for the listed online activities through smartphones do not significantly affect the self-assessed level of their communicative competence in English. However, it can be stated that the choice of the preponderant language for online use through smartphones, especially for study-related issues, is conditioned by the students' discipline of study. Keywords: English for Specific Purposes (ESP), communicative competence, mobile language learning, online informal learning of English (OILE), discipline of study.

Technology and language learning

“…Two productive and/or interactive online informal learning activities constitute nearly 100% of the participants under investigation. The two most frequently-performed productive and/or interactive online activities by EFL learners in Indonesia are writing short text messages and communicating with their classmates regarding study-related issues, which is in line with Jurkovič's (2019) finding in the Slovenian context and with Sierocka, Jurković, & Varga's (2019) finding in the context of Polish and Croatian students. Turning to the receptive ones, the online informal learning activities most frequently performed by the participants through their smartphones include looking for study-related information, accessing online dictionaries, listening to music, checking non-study related information, listening to lectures, reading social media comments, reading daily news and long texts, watching short clips with text, and reading emails.…”

“…Putrawan and Riadi (2020) who conducted preliminary research on the predominant language use for online learning activities found that English is not predominantly used by EFL learners in the Indonesian context. Sierocka, Jurković and Varga (2019) found that the subjects under their investigation use smartpones for receptive online activities more frequently, but they infrequently use their smartphones for the purpose of learning a language. They further stated that the predominant use of either first language or English for online informal learning activities does not significantly make an impact on the participants' self-assessed English competence.…”

Smartphone English Language Learning Challenges: A Systematic Literature Review

“…26 Sierocka et al (2019) Poland and Croatia "To examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign language skills" (p. 173).…”