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Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

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  • Siros Izadpanah

Abstract

The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners’ attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

Suggested Citation

  • Siros Izadpanah, 2024. "Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language," PLOS ONE, Public Library of Science, vol. 19(5), pages 1-20, May.
    • Handle: RePEc:plo:pone00:0300147
    DOI: 10.1371/journal.pone.0300147
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    References listed on IDEAS

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    1. Babatunde Adeyeye & Success Emmanuel Ojih & Damilola Bello & Evaristus Adesina & Darlynton Yartey & Charity Ben-Enukora & Queen Adeyeye, 2022. "Online Learning Platforms and Covenant University Students’ Academic Performance in Practical Related Courses during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(2), pages 1-16, January.
    2. Lina Lee, 2021. "Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 11(1), pages 81-98, January.
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    1. Jing Li & Huan Deng & Jun Li, 2025. "The impact of village heads’ educational levels on adolescent academic performance: Evidence from rural China," PLOS ONE, Public Library of Science, vol. 20(1), pages 1-15, January.

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