How Thai Students Perceive BYOD as an Effective Strategy Applied in English Learning Environment

Abstract

The objectives of this study were to 1) investigate the purposes for which BYOD is being used by the Thai undergraduate students in learning English classes, 2) explore the level of students’ satisfaction regarding the BYOD applied in learning English classes, and 3) examine the impacts of BYOD on students’ learning English. The study was designed as mixed-method research. The samples of this study were 50students, selected by applying random sampling technique. They were undergraduate students studying English as a university required subject. The opened-ended questionnaire, validated by the experts through the IOC, regarding their satisfaction toward their learning through their own devices has been employed as a research tool for collecting the data which were, then, asked to be completed by the students after they have been asked to practice their English skills by typically interacting with the English contents in the BYOD classroom context, applying their own technology devices into the classroom such as mobile phones, laptops, and tablets during the semester at the end of the semester.The data were then both statistically analyzed quantitatively shown in percentages, and qualitatively shown through descriptive analysis.
The findings showed that:
1. The purpose of applying BYOD of students for entertainment was ranked the highest at 80% followed by communication, collaboration in group work, access course materials, and research which was ranked the lowest at 52%.
2. 42% of the students were satisfied with the teaching and learning approach at the level of fully satisfaction.
3. The results unveiled that the implementing BYOD in the classroom had impacts on students learning in different ways, namely improving professional competence, inspiring learning, and critical thinking, increasing dependency on technology devices, and decreasing conventional document use.