Enhancing English Language Skills on Smartphones through Heutagogy-Centered Competency-Based Education
Abstract
This research, with the primary goal of investigating the effectiveness of a smartphone-based heutagogy, context-based education (HCBE) approach in improving English language acquisition, aimed to compare its efficacy with that of more traditional approaches. The study, conducted at Universitas Borneo Tarakan, employed a quasi-experimental design involving an experimental group receiving HCBE on smartphones and a control group receiving traditional classroom instruction. The participants (n=80), randomly assigned to either group based on specific criteria, were evaluated using pre-tests and post-tests conducted with standardized English language tests to assess speaking, listening, reading, and writing skills. Appropriate statistical techniques, both paired-sample t-tests and independent-sample t-tests, were used for the statistical comparison of the two groups. The novelty of the study lies in the use of the HCBE approach for language learning via smartphones, presenting a unique angle within the field of mobile-assisted language learning (MALL). The findings revealed a significant improvement in the English language skills using HCBE on smartphones, aligning with socio-cultural theory, cognitive load theory, and task-based language teaching principles. These discoveries not only contribute to the knowledge of MALL but also emphasize the importance of integrating learner-centered approaches and mobile devices in language instruction. Future research should explore the generalizability of these findings across different languages and educational contexts while addressing the research limitations. This would not only strengthen the evidence base in this field but also shed light on the broader application and impact of technology in education.
Keywords: heutagogy-centered education, competency-based education, smartphone, English language skills.
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