Teachers and Students’ Perceptions of Smartphone Use in EFL Classes at SMAN 2 Sidrap

Abstract

This study investigated students’ and teachers’ perceptions of smartphone use in English as a Foreign Language (EFL) classes at SMAN 2 Sidrap. A descriptive qualitative design was employed. Data were collected through semi-structured interviews with 15 eleventh-grade students and three English teachers, complemented by classroom observations. Student interview questions addressed smartphone policy, applications and features used for learning, understanding of materials, motivation and achievement, self-regulation, multitasking and comprehension, as well as distractions and teacher strategies. Teacher interviews focused on policy, supervision, behavioral changes, self-control, and curriculum effectiveness. Data were analyzed thematically using NVivo 12 Pro. The findings revealed that students generally held positive perceptions of smartphone use. Smartphones supported access to information, the use of learning applications and features (Google, Google Translate, YouTube, ChatGPT, Gemini, and digital dictionaries), comprehension of difficult materials, and increased motivation and engagement. However, distractions from social media, games, notifications, and unrelated activities remained a challenge. Students’ self-regulation varied, and multitasking often reduced concentration and understanding. From the teachers’ perspectives, smartphones could support learning when guided by clear policies and appropriate supervision. Teachers observed behavioral changes and varying levels of student self-control and considered smartphone use beneficial for curriculum effectiveness when aligned with learning objectives. The study concludes that smartphones have the potential to enhance EFL learning, motivation, comprehension, and achievement, yet their effectiveness depends on students’ self-regulation, teachers’ monitoring, and the alignment of device use with pedagogical goals.

.