Digital distractions among English as a Foreign Language (EFL)

 

Digital distractions among English as a Foreign Language (EFL) students are a significant concern in today's educational landscape. Research has consistently highlighted the alarming extent of digital distractions among college students, with communication-based activities being the top four sources of distraction (Berthon 2019). This phenomenon is particularly prevalent among EFL students, who face additional challenges such as increased distraction and reduced attention spans due to various digital distractions, including social media and notifications (Safina 2022).

Studies have shown that EFL students engage with a wide range of digital content, including social media, entertainment apps, and web browsing, which can lead to a decline in the quality and depth of reading experience (Pérez-Juárez 2023). This can result in a culture of distracted reading, where external distractions hinder full engagement and comprehension. Furthermore, the prevalence of reading on the go facilitated by smartphones can contribute to a decline in deep reading and critical thinking skills, as individuals tend to skim through text and jump from one source to another without fully comprehending or analyzing the material (Safina 2022)

To mitigate these effects, it is crucial to address the challenges posed by digital distractions and strike a balance between the benefits and potential drawbacks of using smartphones for reading activities. This includes incorporating set times for learning, optimizing screen learning to be distraction-free, and structuring the use of social media to enhance engagement and academic achievement (Abidin 2023). Additionally, educators can encourage students to develop strategies for managing distractions and promoting focused learning environments

Moreover, the impact of digital distractions on EFL students' language learning outcomes is significant. Research suggests that excessive use of digital devices during learning activities can negatively affect students' vocabulary acquisition, grammar, and overall language proficiency (Choi 2018). This is because digital distractions can lead to a decrease in the amount of time spent on actual language learning activities, such as reading, writing, and speaking, which are essential for language development. Furthermore, the constant switching between digital tasks can also lead to a decrease in cognitive resources, making it more challenging for students to focus on complex language tasks.

To address these challenges, educators can implement strategies that promote digital literacy and responsible device use among EFL students. This includes incorporating digital literacy lessons into the curriculum, teaching students how to effectively use digital tools for learning, and encouraging them to develop self-regulation skills to manage their digital use. Additionally, educators can also incorporate activities that promote deep reading and critical thinking skills, such as close reading exercises, discussions, and debates, to help students develop a deeper understanding of the material and improve their language proficiency. By adopting these strategies, educators can help EFL students navigate the challenges posed by digital distractions and develop the skills they need to succeed in an increasingly digital world.

 

References

Abidin, Azwar. 2023. “Unveiling the Multifaceted Dance of Distractions: Thumbing Through the On-Screen Distractions Throughout Memrise MALL Experience.” REiLA : Journal of Research and Innovation in Language 5 (3): 298–312. https://doi.org/10.31849/reila.v5i3.14297.

Berthon, Pierre R., and Leyland F. Pitt. 2019. “Types of Mindfulness in an Age of Digital Distraction.” Business Horizons 62 (2): 131–37. https://doi.org/10.1016/j.bushor.2018.10.003.

Choi, Hajeen, and Saeyan Yun. 2018. “Digital Distraction on Academic Performance : An HLM Study on K-12 Learners Method,” 49–54. https://doi.org/10.59668/1269.15692.

Pérez-Juárez, María Ángeles, David González-Ortega, and Javier Manuel Aguiar-Pérez. 2023. “Digital Distractions from the Point of View of Higher Education Students.” Sustainability (Switzerland) 15 (7). https://doi.org/10.3390/su15076044.

Safina. 2022. “USING SMARTPHONE FOR READING ACTIVITIES : ELT LEARNERS PERCEPTION ON TEACHING READING.” Angewandte Chemie International Edition, 6(11), 951–952., 5–24.

 

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