My teaching context:

• I teach English to 11th grade students, who are B1 level.

That class consist of 14 students.

The reason why I did this research is that I noticed that many students, including myself, often find lessons less interesting than using their phones. This affects both focus and learning in class. I wanted to understand why this happens and find ways to make lessons more engaging. My goal was to explore how modern technology can be used to improve learning instead of distracting students from it.

• What do students feel while using their phones in the lessons?

• How often does this situation happen in one lesson?

• reflective notes(to explore my own perception)

• questionnaire(to explore students perception)

• critical friend's notes(to explore one's own behavior)

2) action level:

• classroom observation

• Most school students love their phones.

• It is hard for them to be apart from their phones.

• Not only pupils, but also university students are addicted to their mobile devices

1. Using Phones in Class

The survey results show that 92% of students believe using a phone in class is acceptable if needed, while only 8% think it is not okay. This suggests that most students see phones as useful tools rather than distractions.

2. Feeling Guilty About Phone Use

When asked whether students feel guilty about using their phones during lessons, 69% said no, 23% said sometimes, and only 8% felt guilty. This indicates that phone use in class has become a common and accepted habit.

3. Should Teachers Allow Phones?

A significant percentage of students (92%) think teachers should allow phone use in class, while 8% support it only for specific activities. No student (0%) completely opposed phone use, showing a strong preference for integrating technology into learning.

4. Should Students Be Punished for Phone Use?

Opinions on discipline / reinforcement are divided. 54% of students agree that those who misuse phones in class should be punished, while 23% disagree, and another 23% believe such students should be reported. This suggests that while students support phone use for learning, they also recognize the need for strict rules to prevent distractions.

1. What do you think about using a phone in class?

A. It is okay to use

B. If we need it, we should use it

C. I don't think it's okay to use

2. Do you feel guilty while using your phone in the lessons?

A. no

B. sometimes

C. yes

3. Do you think teachers should allow to use phones in class?

A. Yes, of course

B. Yes, if we need to do some activities

C. No, I don't think so

4. Do you think that those students who are playing with their phones in class should be punished?

A. Yes, I agree

B. No, I disagree

C. We should report these students

• 7 students focused on their phones two or three times.

• Surprisingly, one student did not look at her phone even to see the time.

• Increase the use of interactive tools in lessons (e.g., mobile applications, online quizzes, digital learning platforms).

• Implement gamification techniques – transforming assignments into game-like activities.

• Integrate mobile phones into the learning process – allowing students to complete educational tasks using useful apps.

• Follow strict rules in using phones for learning purposes during the class.

Students became more interested in lessons.

Interest in using phones for personal purposes decreased because the lessons themselves engaged students through modern technology.

Students got used to reinforcing their knowledge through tests, quizzes, or digital learning platforms.

2. When gamification was introduced:

Students perceived lessons as a game, increasing engagement through competition.

Active participation improved because game elements made learning more enjoyable.

Understanding new material became easier due to visual and interactive approaches.

3. When phones were integrated into my lessons:

Students began using phones not only for entertainment but also for educational purposes.

Interest in learning through mobile apps and interactive quizzes increased.

Since phone use was not entirely restricted, students learned to use it for productive purposes rather than secretly accessing social media or games.

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Overall Findings:

✅ Increased student interest in lessons.

✅ Phones became a learning tool rather than a distraction.

✅ Interactive teaching methods helped reinforce knowledge.

✅ Students improved their collaboration and teamwork skills.

I learned that traditional teaching methods often fail to capture students' attention, while interactive and technology-based approaches can significantly enhance engagement.

I also understood that mobile phones, when integrated effectively into the learning process, can serve as useful educational tools rather than distractions.

Additionally, I discovered that gamification and interactive teaching methods make learning more enjoyable and encourage active participation.

This exploratory action research made me realize how important it is to blend your teaching with modern technological trends to find innovative and effective ways to engage students in lessons.