The Impact of Online Resources via Personal Devices on English-Majored Students’ Learning Practices

Authors

DOI:

https://doi.org/10.54855/ijli.24346

Keywords:

personal technological devices, reading practice, online resources, perception, effects/impacts

Abstract

This study examines the role of online resources accessed through personal technological devices in the learning practice of English-majored students. Eighty students were involved in this investigation; the author used a qualitative approach to analyze students' weekly news reports and semi-structured interviews. The findings indicate that the students have consistently used their smartphones and laptops for reading practice due to their leveled news content. Students perceived this practice positively, acknowledging its benefits for learning vocabulary, developing reading skills, and enhancing background knowledge. They reported improved vocabulary acquisition through word family and collocation learning, enhanced reading speed through skimming, and increased knowledge of current affairs. The study highlights the advantages of this practice, such as portability, convenience, and resource availability, while acknowledging minor drawbacks like note-taking difficulties. Other recommendations are class discussions, bonus marks to motivate the students, discipline, reading of specific topics, and construction of online learning platforms. Generally, this paper indicates that online resources and PTDs shall be helpful in enhancing the actual practice of reading in English-majored students.

Author Biography

Nguyen Van Long, University of Foreign Language Studies, The University of Danang, Vietnam

Assoc. Prof. Dr. Nguyen Van Long serves as the Vice-Rector at the University of Danang - University of Foreign Languages Studies, having held the position of lecturer since the late 1990s. His recent engagements include active involvement in multiple initiatives within the National Foreign Languages Project, assuming roles as a Computer-Assisted Language Learning (CALL) specialist and serving as the vice-president of VietCALL. Long earned his Master of Arts in TESOL Studies from the University of Queensland in 2005, followed by a PhD in Applied Linguistics, with a focus on Computer-Assisted Language Learning (CALL), from Massey University. Recognized as a Microsoft MIE (Microsoft Innovative Educator) and PIL (Professional in Learning), he has been acknowledged since 2012. He has received several prestigious grants for his noteworthy contributions to research endeavors. His extensive publications encompass diverse domains, including educational technology and communication in foreign language acquisition, sociocultural perspectives in language education, digital literacy, collaborative learning, and language teacher education.

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Published

29-11-2024

How to Cite

Nguyen, V. L. (2024). The Impact of Online Resources via Personal Devices on English-Majored Students’ Learning Practices. International Journal of Language Instruction, 3(4), 110–118. https://doi.org/10.54855/ijli.24346

Issue

Vol. 3 No. 4 (2024): Language Instruction

Section

Research Article

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Copyright (c) 2024 Nguyen Van Long

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