The study explored the use of mobile phones by the early childhood teachers of English language arts (ELA) in Nigeria. Descriptive survey design was used using an online survey to assess early childhood teachers' use of the mobile phone in their classrooms. Ninety-eight teachers who responded to the instrument online formed the sample for the study. The instrument entitled Mobile Phones in ELA Classrooms' Questionnaire (MP-ELA-CQ) was used to collect data for the study. Data were analyzed using percentage and Pearson Moment Correlation Coefficients. Results indicated that teachers—both preservice and in-service—need regular training in technology and education to help them effectively utilize mobile phones in their classrooms.
TopBackground
To date, it has been pointed out that many pupils are deficient in language skills, both in their first and second languages. This deficiency might be connected with the teachers’ instructional strategies, as some studies have discovered (Ajayi, 2006; Okewole, Odejobi, & Ajayi, 2018; Okewole, 2016; Saheed, 2019; Salami, 2019). Critical attention is expected to be given to the instructional process to guide against what Stanovich (1986) refers to as the “Matthew effect,” not only in reading but also other aspects of ELA. Studies indicate that various strategies have been employed to enhance language skills; however, there is no clear-cut study to show that the most common technological device, which is the mobile phone, has been employed in classrooms by teachers in Nigeria.
In this technological age in which the learners are well-versed in the use of technology to the extent that they are referred to as digital natives (Prensky, 2001), the teaching of ELA also needs to be technologically inclined as well. Applying the technological device that is common to every learner in the ELA classroom may enhance the learning of language skills, especially English. Using mobile phones in ELA classes has advantages that are too numerous to overlook. Mobile phone use connects teachers and students around the globe. It means that both the teachers and the students can interact with other teachers and students all around the world by sending and receiving instructional messages through text, voice or even images as stated by Kim, Rueckert, Kim, and Seo, (2013), hence they would be able to compete favorably with their counterparts around the globe. Technology skills are ensured when mobile phones are put into use in ELA classrooms in Nigeria. Besides, listening and speaking skills, which are skills of oracy, would be given a prime place in the classroom when mobile phones are used. Mobile phones can be used to replay a lesson, and reading and writing can be enhanced through the adoption of keyboarding, notepads, messaging or even the use of Google to explore reading resources. But these uses have not been explored in the classrooms of Nigeria. After exploring the literature, the few studies we found focused on the use of mobile phones among university and secondary school students (Mojaye, 2015) or on Nigerians generally (Omeruo, 2009). No studies were found that examined the usage of mobile phones in Nigerian ELA classrooms. For the learners to be able to explore this medium successfully, teachers have to be able to employ and apply the device themselves. Young and Bush (2004) stated that for learners to cultivate the technology literacy, the teachers should also simultaneously cultivate it.