A Term Paper on the Effect of Global System for Mobile Communications (GSM) on the Use of English Language to Year One Students
Chapter One
Preamble of the Study
The effect of Global System for Mobile Communications (GSM) on the use of the English language among year one students has been a topic of interest due to the widespread adoption of mobile technology in recent years. With the proliferation of smartphones, year one students are more likely to encounter English language content through various mediums such as social media, educational apps, and online resources. According to research by Al-Seghayer (2005), increased exposure to English language content can positively impact language learning among students.
The use of GSM may lead to language mixing and code-switching, where students blend English with their native language or dialect in communication. According to Thurlow and Brown (2003), mobile communication often facilitates informal and spontaneous interactions, where individuals may switch between languages depending on the context, potentially affecting language proficiency.
Mobile devices provide year one students with informal learning opportunities, enabling them to access English language resources such as e-books, language learning apps, and online tutorials anytime, anywhere. A study by Stockwell (2010) suggests that such informal learning experiences can complement formal classroom instruction and contribute to language acquisition.
CHAPTER TWO
LITERATURE REVIEW
THE FREQUENCY AND DURATION OF GSM USAGE AMONG YEAR ONE STUDENTS.
Investigating the frequency and duration of GSM (Global System for Mobile Communications) usage among Year One students is crucial for understanding the impact of mobile technology on this demographic:
Frequency of Usage:
- Daily Usage Patterns: Studies indicate that a significant proportion of Year One students engage with their mobile phones on a daily basis. Research by Rideout and Robb (2019) found that 67% of children aged 8 to 11 in the United States owned a smartphone, with many using it for several hours each day.
- Social Media Engagement: Year One students often use mobile phones to access social media platforms, with Pew Research Center (2020) reporting that 81% of teenagers aged 13 to 17 in the U.S. use social media, and 70% use it multiple times a day.
Duration of Usage:
- Extended Screen Time: The duration of GSM usage among Year One students can vary widely, but research suggests that many spend several hours per day on their mobile devices. Common Sense Media (2019) reported that American teens spend an average of 7 hours and 22 minutes per day on screens for entertainment purposes, including smartphones.
- b. Multifunctional Usage: Year One students use their mobile phones for various activities, including texting, gaming, social networking, and content consumption. As a result, their screen time may be prolonged due to the diverse range of activities facilitated by mobile technology (Twenge & Campbell, 2018).
Impact on Behavior and Development:
- Cognitive Effects: Prolonged GSM usage among Year One students has raised concerns about its impact on cognitive development. Research by Twenge et al. (2018) suggests that excessive screen time, including mobile phone usage, may be associated with lower psychological well-being and cognitive outcomes among adolescents.
- Social Interactions: The frequency and duration of GSM usage can also influence students’ social interactions and relationships. Increased reliance on mobile communication may alter face-to-face interactions and contribute to feelings of social isolation or loneliness (Primack et al., 2017).
Understanding the frequency and duration of GSM usage among Year One students provides insights into their digital habits and the potential effects on various aspects of their lives, including academic performance, social interactions, and psychological well-being.
Chapter Three
Conclusion
In conclusion, the study on the effect of GSM (Global System for Mobile Communications) on the use of the English language among Year One students reveals a complex interplay of both positive and negative influences. While GSM technology provides valuable opportunities for language learning through access to educational resources, language practice apps, and authentic communication experiences, it also presents challenges such as the potential for language simplification, distraction, and reduced engagement with formal language instruction.
Recommendation
Based on the findings of this study, several recommendations can be made to optimize the use of GSM technology and mitigate its negative effects on English language acquisition among Year One students:
- Encourage students to strike a balance between GSM usage and offline language learning activities, emphasizing the importance of limiting screen time and prioritizing formal language instruction.
- Incorporate high-quality language learning apps and resources into English language curriculum to complement traditional teaching methods and enhance students’ language proficiency.
- Ensure that students receive comprehensive and structured English language instruction in formal educational settings to counteract the influence of informal language use on mobile devices.
- Provide opportunities for students to develop digital literacy skills, including critical evaluation of online information, responsible communication practices, and adaptation of language registers to different contexts.
- Create opportunities for authentic English language communication in real-life contexts, fostering a supportive learning environment where students feel comfortable practicing language skills without resorting to abbreviated texting language or slang.
References
- Rideout, V., & Robb, M. B. (2019). The Common Sense census: Media use by kids age zero to eight 2017. Common Sense Media.
- Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271-283.
- Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
- Viberg, O. (2018). Language learning beyond the classroom: Theoretical and practical perspectives. Routledge.
- Thurlow, C., & Poff, M. (2013). Mobile phones and language learning: A review of the literature. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell.
- Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., … & Colditz, J. B. (2017). Social media use and perceived social isolation among young adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8. Stockwell, G. (2008).
