Abstract
Technology is definitely ubiquitous. It is what keeps us constantly connected to different people on a daily basis. Since the advent of smartphones, technology has also changed the way we perform many of our everyday tasks, including the ones at the school local context. It also reinvented the way teenagers learn and behave in the classroom, EFL institutions included. This article, then, aims to present and discuss the role of mobile learning in the teaching of English-speaking skills and the concept of Bring Your Own Device. Additionally, based on the concept of Partnering Pedagogy (PRENSKY, 2012), it suggests a lesson plan for regular school pre-teens to show how teachers can give the first step toward the implementation of mobile devices in their educational practices. The lesson, which can be applied either to online or face-to-face contexts, showed how teenage students become more willing to participate in speaking activities. Finally, the text brings to light some reflection on the integration of mobile technologies in EFL learning practices, emphasizing the essence of delivering high quality learning lessons rather than giving central importance to technology per se.
Highlights
Digital technologies have created new ways to communicate, look for information and interact with people. These new ways were even noticeable after the outbreak of the COVID-19 pandemic
I will focus on the role of mobile learning in language teaching, the concept of Bring Your Own Device (BYOD), by reinforcing the idea that learning can be stimulating, motivational and inspiring if technology goes hand in hand with high-quality teaching
There are many reasons for schools to continue relying exclusively on old resources as their main technological advances – lack of resources, pedagogical improvement and professional learning – they seem not to be suited in current times, an issue I will briefly bring to discussion in the lines to follow
Summary
Digital technologies have created new ways to communicate, look for information and interact with people. Through illustrating the principles presented and encouraging other teachers to rethink their practice toward a new concept of EFL classroom, I suggest a lesson plan applied to the learning environment where I teach, and I explain how I engaged students in the activities designed for them. This lesson plan was applied to face-to-face environment, it can be adapted to reach online contexts. As a follow-up activity, students present their creations, answer the questions posed by the objects, and decide on the funniest video, the most annoying item, and the best story
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