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Digital Distraction Among EFL Students

 



Digital Distraction Among EFL Students

The concept of digital distraction among English as a Foreign Language (EFL) students is a significant concern in the context of modern learning environments. Digital distraction refers to the tendency of students to engage in non-academic activities on digital devices during class or while studying, which can negatively impact their learning outcomes and overall academic performance.

Understanding Digital Distractions

Digital distractions refer to the various ways in which students use digital devices during class for non-academic purposes, such as browsing social media, playing games, or texting. These distractions can be internal, generated by the student's own thoughts and impulses, or external, caused by sensory stimuli from devices. (Lindström, 2020) state The combined theoretical aspects of disruptive everyday media multitasking and digital distraction are introduced to encompass this type of problematic, sometimes harmful, daily media behavior. Digital distraction forms the foundation of the conceptual framework created to understand and investigate various individual, technological, and contextual factors influencing the choice to frequently participate in disruptive everyday media multitasking behaviors. This framework, termed "Dimensions of Digital Distraction," is formulated based on both longitudinal empirical research and a comprehensive review of literature on media multitasking patterns, outcomes, and predictors. The dimensions are informed primarily by Activity Theory, which underscores the significance of and interactions among the individual, technology, and context in any given activity.

Impact on Academic Performance

Research suggests that digital distractions can negatively affect EFL students' academic performance. Students who engage in digital distractions during class tend to have lower grades and may struggle to retain information effectively  (Aivaz & Teodorescu, 2022). This is because digital distractions can disrupt the learning process, making it difficult for students to focus on the material being presented.

 Strategies for Managing Digital Distractions

To help EFL students manage digital distractions, educators can employ several strategies:

1. Set Clear Boundaries, establish clear rules and guidelines for device use during class. This can include setting specific times for device use or designating certain activities as "device-free".

2. Teach Digital Literacy, educate students on how to effectively use digital devices for learning purposes. This includes teaching them how to prioritize tasks, manage time, and avoid distractions.

3. Encourage Active Learning, incorporate activities that promote active learning, such as group discussions, role-playing, and hands-on projects. These activities can help keep students engaged and focused.

4. Monitor and Feedback, regularly monitor students' device use and provide constructive feedback on their ability to manage distractions. This can help students develop self-regulation skills and improve their academic performance.

Research has shown that EFL students are particularly susceptible to digital distractions due to the widespread use of digital technologies in their daily lives and the ease with which they can access various digital platforms. A study by (Liu et al., 2021) found that the extent of digital distraction among college students is alarming, with communication-based activities being the top four sources of distraction. The effects of digital distraction on EFL students can be multifaceted. For instance, excessive use of digital devices during class can lead to decreased focus and attention, which can negatively impact comprehension and retention of course material. Additionally, digital distractions can also affect the quality of students' writing and reading skills, as they may spend more time on social media or other non-academic activities rather than engaging with educational content.

To mitigate the negative effects of digital distraction, educators and institutions can implement strategies such as setting clear guidelines for device use in class, encouraging students to use digital tools for educational purposes only, and promoting alternative activities that foster engagement and motivation. By acknowledging the impact of digital distractions and taking proactive measures to address them, educators can help EFL students stay focused and achieve their academic goals.


Citations:

Aivaz, K. A., & Teodorescu, D. (2022). College students’ distractions from learning caused by multitasking in online vs. face-to-face classes: a case study at a Public University in Romania. International Journal of Environmental Research and Public Health, 19(18), 11188.

Lindström, J. (2020). Understanding digital distraction: a longitudinal study on disruptive everyday media multitasking among diginatives.

Liu, X., Han, Y., He, F., Gao, P., & Yuan, S. (2021). Characteristic, hazard and iron recovery technology of red mud-A critical review. Journal of Hazardous Materials, 420, 126542.

https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6698&context=etd

https://link.springer.com/article/10.1007/s10639-022-11570-y

 https://www.semanticscholar.org/paper/Reading-in-the-age-of-digital-distraction-Liu/a6ce94162c5036dd687dfb85006c0d06bfa16797

http://repo.undiksha.ac.id/17874/8/1712021217-DAFTAR%20PUSTAKA.pdf

https://www.scribd.com/document/705579049/Glued-on-Gadget-Buttons-Digital-Distraction-and-Learning-Motivation



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