Attitudes of Myanglung Campus Students About The Use of Mobile Phone In English Class

Abstract

Mobile phones have become an important educational tool, offering opportunities to enhance teaching and learning in higher education. This study examined the prevalence, purposes, attitudes, and perceived effects of mobile phone use among students in English classrooms at Myanglung Campus. A descriptive survey design was adopted, and data were collected through a structured questionnaire administered to a purposive sample of 50 students. The questionnaire assessed the frequency of mobile phone use, purposes of use, and students' perceptions of its educational benefits and challenges. The findings revealed that 84% of respondents used mobile phones during English classes, with 52% primarily using them for educational purposes. Most students expressed positive attitudes toward mobile-assisted learning, with 96% agreeing that mobile phones provide access to study materials and updated information, while 72% believed they create a supportive learning environment. Furthermore, 98% reported that mobile phones enhance vocabulary development and facilitate learning new words, and 94% perceived that they improve learning productivity. However, a smaller proportion identified negative effects, with 28% indicating that mobile phones hamper learning and 24% reporting classroom distractions. Overall, the findings suggest that mobile phones are widely accepted as valuable learning resources. The study recommends integrating mobile-assisted learning into English instruction while implementing appropriate classroom management strategies to minimize distractions and maximize educational benefits.