Gadget Usage Intensity on Students' Concentration in English Language Learning

Abstract

Since the era of the pandemic, technology, particularly gadgets, has become an integral part of both remote and face-to-face learning. However, alongside this technological shift, a noteworthy phenomenon has emerged— the decline in students' concentration levels, in this case English language learning, attributed to the high intensity of gadget usage. This study aims not only to investigate the relationship between gadget usage intensity and students' concentration but also to identify the factors contributing to the decreased concentration levels. A sample of 40 high school students participated in this mixed-method research, utilizing a feature digital wellbeing and parental control data from students' devices, N-Back test of English language concentration, and interviews. Key findings indicate that students, on average, spend 7.72 hours daily using gadgets. The average concentration score was 56.5. Statistical analysis revealed a string enough relationship between gadget usage intensity and students' concentration (r = 0.594, p < 0.05), with a determination coefficient of 0.353 which means gadget usage intensity contributes 35,3%. Furthermore, the t-test results demonstrated a significant impact of smartphone usage on students' concentration (t = 4.549, p < 0.05). The hierarchical factors that contribute to this issue include gadget dependency, distractions, disruptions due to late-night gadget usage, and challenges posed by scrolling habits. These findings highlight the pressing need for awareness and strategies to help students overcome the distractions brought about by their gadget usage and ultimately enhance their concentration during English language learning.