Smartphones in English Language Learning as a Writing Assistant

Abstract

This study investigates the impact of smartphone use versus pen-and-paper on the academic writing development of first-year female EFL students in the context of a Saudi university. It further explores learners’ perceptions and attitudes toward smartphones as writing assistants in classroom settings, as well as university teachers' experiences with smartphones as instructional tools for teaching writing. A mixed- methods research approach was employed, incorporating a quasi-experimental design to compare the writing performance of a single group of students across different writing mediums. Data were collected from a convenience sample of 19 female students, aged 18–22, enrolled in the English programme. Participants completed English writing tasks using both pen-and-paper and smartphones, followed by a post-task attitude questionnaire. Additionally, semi-structured interviews with 9 students and 6 university teachers were conducted using open-ended questions. Results indicated that both the writing medium and type significantly impact writing performance. Overall, across all three writing types, students scored higher with smartphones than with pen-and-paper. This highlights the supportive role of smartphones in enhancing overall writing performance, although the nature of the task also plays a critical role in shaping outcomes. These results underscore the importance of considering both the writing medium and the task type when evaluating and optimising students' writing performance. The analysis of the questionnaire on female EFL students' attitudes toward using smartphone applications for education revealed a strongly favourable view of integrating smartphones into classroom settings. The qualitative analysis highlighted 2 varied teacher perspectives and differences between teachers and students. Both teachers and students recognised the benefits of smartphones in enhancing writing accuracy, providing immediate access to resources, supporting vocabulary and grammar development. However, students showed greater enthusiasm for smartphones as writing assistants, while teachers raised concerns about students’ increasing reliance on technology, stressing the need to balance digital tools with traditional methods to nurture independent writing skills and critical thinking. This thesis offers practical implications by providing insights that can inform policy directions for the Saudi Ministry of Higher Education. It highlights the importance of a blended approach that combines digital and traditional methodologies to develop effective writing skills. Such an approach fosters creativity, critical thinking, and effective writing practices, preparing students for the complexities of modern writing tasks while ensuring the development of foundational skills necessary for independent writing in an evolving digital landscape.