Proficiency development and smartphone usage in study abroad: Microgenetic longitudinal case studies of French learners

• Published in: Foreign language annals Vol. 55; no. 2; pp. 455 - 493
• Main Authors: Mroz, Aurore P., Thrasher, Tricia
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.06.2022; American Council on the Teaching of Foreign Languages
• Subjects: Case studies; case study; College Students; Computer Software; Foreign Countries; French; French as a second language; Handheld Devices; International Education; Language Acquisition; Language instruction; Language Proficiency; Language Usage; Linguistics; Living arrangements; Longitudinal studies; mobile‐assisted language learning (MALL, m‐learning); postsecondary/higher education; proficiency; Research Methodology; Second Language Learning; Self evaluation; Smartphones; Social networks; Study Abroad; System theory; Technology Uses in Education; Undergraduate Students; University students; France (Paris); France; United States > US
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12619

This longitudinal study explores how the language proficiency of eight (N = 8) US‐affiliated university students developed relative to their smartphone usage during study abroad (SA) in Paris. Phone usage was tracked daily with Space, proficiency weekly using NCSSFL‐ACTFL Can‐Do statements, and language use monthly via a Language Engagement Questionnaire. Adopting a Complex Dynamic Systems Theory (CDST) framework and following a microgenetic approach to case studies, the trajectories of each participant's phone consumption and Can‐Do statements were established, allowing to visualize floors, ceilings, and probes in proficiency development. Spearman's correlations served to determine whether and how phone usage related to fluctuations in proficiency, and Kendall's tau‐b its link with language used. Findings revealed that these relationships varied widely across participants, types of phone usage, and phone applications, with students displaying positive, mixed, or negative relationships, thus suggesting that there is no one‐size‐fits‐all model to proficiency/smartphone management, but idiosyncratic complex cases. The Challenge Because they allow to maintain a constant connection with home, smartphones have been assumed to negatively impact the linguistic development of students abroad. Yet, this claim warrants further scrutiny. Are smartphones used during study abroad friends or foes? This study documents the relationship between smartphone usage and proficiency development.