Students’ perceptions of learning engagement when using mobile devices in compulsory English lessons on an International Foundation Year programme

The use of mobile devices in the classroom can impact positively on learning engagement, yet research pertaining to student engagement and mobile device use in the higher education classroom is scant. Existing studies are mainly quantitative in nature and although many suggest mobile devices can impact student engagement, the question of how is largely ignored. Therefore, the purpose of this qualitative study was to explore the perceptions of students on their international foundation year (IFY) with regard to the impact mobile device use for learning has on their engagement in compulsory English lessons. Research questions were designed to explore the types of mobile devices learners were bringing to lessons and how students believe their learning engagement is impacted by mobile device use, as well as any challenges faced. Redmond et al.'s (2018) Online Engagement Framework was adopted for the theoretical underpinnings of this project. An interpretive case study of twenty-two students on their IFY was undertaken with a deductive-inductive hybrid approach to thematic analysis employed to make sense of the interview data. The findings showed that all participants brought a smartphone to English lessons and over half of the participants also brought a secondary device, most likely a laptop. However, almost a quarter reported not having access to a computer at their university accommodation. On the whole, students’ perceptions of their learning engagement when using mobile devices in compulsory English lessons on an IFY programme are mainly positive with regard to social, cognitive, behavioural, emotional and collaborative engagement. However, the disruptive impact of unsociable device use was noted, not just at university but in society in general, as were technological accessibility issues and external challenges faced by international students, namely visas, accommodation and cost of living, potentially hampering opportunities for learning engagement. The results show students on the IFY want to use their mobile devices for learning but the technological challenges faced by the students suggest mobile device integration is not as entrenched in higher education as it is in other parts of society. However, technology is evolving rapidly so, for educators, collaboration is key in keeping abreast of updates and evaluating the best options regarding choices in software and integration into lessons. The thesis contributes not only through its focus on International Foundation Year students, but also by offering broader insights into the pedagogical, technological, and institutional conditions that influence engagement with learning technologies across higher education.