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"The spaces for interaction and access to information are expanded by means of telephones, which favors new forms of interpersonal relationships and with the environment."  Carbonell, Fuster, Chamarro and oberst (2012).

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The telephone can create new common places among students that do not depend on physical spaces and can be taken everywhere, creating fast and temporary delivery and reception of information.

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Since a learning environment must be immersive, the telephone has become a tool that generates creativity and communicates with learners, as well as facilitating modern society's access to learning resources.  The telephone can be part of the classroom as a means of data collection.

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Hockly and Dudeney (2014), they consider that these mobile devices can replace typical classroom tools such as recorders and video devices.

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Hockly and Dudeney (2014)
-The lack of predisposition of students toward technology in education.
-The negative attitude of teachers regarding the use of ICT in teaching.
-institutional restrictions.
-Poor technical support.

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They are a constant distraction for students.

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They are a constant distraction for students.

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The text system is more difficult to discover since it is silent and the devices can be hidden under the desk. Even if teachers do not allow phones to be used in their classrooms, students may be distracted if they receive calls or messages, and ringing or vibrating phones can disrupt the class.

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Can be used to cheat during tests and examinations

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Can be used to cheat during tests and examinations

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A student may receive silent text messages with the answers to a test from a friend who has already taken the test.

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Silva Calpa, A. C., & Martínez Delgado, D. G. (2017). Influencia del Smartphone en los procesos de aprendizaje y enseñanza. Suma de Negocios, 8(17), 11–18. https://doi.org/10.1016/j.sumneg.2017.01.001

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With the help of applications on cell phones or tablets, it is becoming easier to adapt to the learning pace of students.

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With the help of applications on cell phones or tablets, it is becoming easier to adapt to the learning pace of students.

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Learning through games (Gamification), which helps to better absorb knowledge, has been of great help to students thanks to these new technologies.

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Informing students of exam dates or work due dates via their cell phones. 

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Informing students of exam dates or work due dates via their cell phones. 

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Using the calendars, teachers can schedule and notify about exam dates, project due dates, homework review, etc.

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The FOMA syndrome, fear of missing out, refers to the fear of losing contact with other people, commonly derived from dependence on the cell phone and which can occur in people whose use of the device is excessive.

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It is a factor that can cause attention deficit as long as its use is not strictly planned in the classroom, "it fulfills functions of escape or decrease of distress, functions of emotional compensation, of company, of individual reaffirmation" (Malo, 2006). The cell phone can be a great distraction because it offers not only informative data but also entertainment media whose purpose may be to generate interest in young people.

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Mcanally-Salas, J., Lavigne, L., & Completo, N. (s/f). El teléfono inteligente (smartphone) como herramienta pedagógica. En Redalyc.org. Recuperado el 20 de junio de 2022, de https://www.redalyc.org/pdf/688/68830443002.pdf

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Butti, R. (2018).  El uso del celular en la clase de inglés como lengua extranjera. Un estudio de caso basado en una alumna de una escuela secundaria pública  https://rdu.unc.edu.ar/bitstream/handle/11086/21929/Butti%2C%20Roxana.pdf?sequence=1&isAllowed=y

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Oliva, 2014 H.A. Oliva
El uso de teléfonos móviles en el sistema educativo público de El Salvador: ¿Recurso didáctico o distractor pedagógico?

Revista Realidad y Reflexión., 40 (2014), pp. 59-76

Disponible en: http://www.ufg.edu.sv/icti/doc/RyRN40-OLIVA.pdf

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Advances in electronic devices and their functions change the system to which the human being is accustomed. Cell phones have been a representative icon of this development, as a device that has entered our lives, becoming an essential device. Although the cell phone is considered in many cases an educational distraction, it is also true that it offers applications that can support any educational modality. Furthermore, it offers alternatives for use in student mobility conditions. For the potential wealth, it provides a pedagogical tool. Here are some advantages and disadvantages of this topic.

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Chavez, S. (2015) The cell phone as a technological resource in learning the English language. http://www.dspace.uce.edu.ec/handle/25000/12364

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Social media have been continuously transforming and updating our everyday life, in terms of information delivery, knowledge exchange, communication, and visual culture. Today, with 2.95 billion social network users worldwide, social media usage is increasingly attractive and accessible, especially among the younger generation. Thanks to social networks, the Internet has become the main means of communicating and a way to maintain a social life.

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The email exchange in the mobile phones, receiving vocabulary lessons at timed intervals to the mobile phones and finally using videocapable mobile phones for explaining English idioms. Students felt that using mobile phone in learning is “a valuable teaching method”  Thoronton and Houser (2005).

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Information technology may present problems for the preparation and delivery of classes. It can be a distraction, provide inappropriate access, and offer false information, make cheating easier, be expensive to maintain, and hinder basic skills (Borysiuk, 2013).

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Information technology can also be difficult to integrate into lesson structures. For example, class schedules may not provide sufficient time for Internet use during lessons. Also, teachers could become overly focused on creating visually attractive illustrative methods rather than lesson plans. Education on the basis of computer programs should not replace direct communication between teachers and students (Borysiuk, 2013)

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Aamri, A., & Suleiman, K. (2011). The use of mobile phones in learning English language by Sultan Qaboos University students: Practices, attitudes and challenges. Canadian Journal on Scientific & Industrial Research, 2(3), 143-152.  https://stu.westga.edu/~bthibau1/MEDT%208484-%20Baylen/final%20report/13.pdf

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Gashi Shatri, Z. (2020). Advantages and Disadvantages of Using Information Technology in Learning Process of Students. Journal of Turkish Science Education, 17(3), 420-428. https://eric.ed.gov/?id=EJ1272770

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Pikhart, M., & Botezat, O. (2021). The impact of the use of social media on second language acquisition. Procedia Computer Science, 192, 1621-1628. https://www.sciencedirect.com/science/article/pii/S1877050921016604#cebibsec1

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Abstract

The paper focuses on the use of social media in the process of acquisition of the second language (L2) or foreign language learning (FLL), namely, English in university students. Recently, we have seen a dramatic change in favour of distance learning due to the COVID-19 pandemics, therefore, it could be useful to analyse the impact of social media in FLL as they have been used much more now. It is a study summarizing the most important findings of the most recent research into the impact of social media on L2 acquisition from the psycholinguistic perspective. The paper analyses data from research papers as they appear in Scopus and Web of Science databases in the past ten years (i.e. 2010-2020). The purpose of the study is to describe the current research findings, to analyse their importance, to compare the most important data, and to look for further development of the psycholinguistics of L2. Its primary intention is to look into the acquisition of L2, particularly English as a second language (ESL) in the younger generation, i.e., Generation Z of current university students. It also attempts to highlight both the advantages and disadvantages of using social media in L2 acquisition and therefore to highlight future strategies regarding FLL in university education. The current research in this area provides us with overtly optimistic results in FLL with the assistance of social media, however, the paper claims that the situation of utilizing social media in FLL needs further investigation and analysis, mainly from the psycholinguistic point of view. The current COVID-19 situation makes us aware that the impact of social media will increase due to social distancing.

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The Impact of the Use of Social Media on Second Language Acquisition

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The paper focuses on the use of social media in the process of acquisition of the second language (L2) or foreign language learning (FLL), namely, English in university students. Recently, we have seen a dramatic change in favour of distance learning due to the COVID-19 pandemics, therefore, it could be useful to analyse the impact of social media in FLL as they have been used much more now.