EVALUATING THE IMPACT OF SMART TABLETS ON ENGLISH LANGUAGE ACQUISITION IN AIHUA HIGH SCHOOL
DOI:
https://doi.org/10.55197/qjssh.v7i4.1306Keywords:
smart tablets, teaching and learning process, Chinese high schools, implementation challenges, educational technology managementAbstract
This study investigates the use of smart tablets in high school classrooms in Guangxi to determine whether they help or hinder the teaching and learning process. It employs a mixed-method research approach, including student questionnaire surveys and classroom observations. The study examines the advantages and difficulties associated with smart tablets. 254 students and relevant teachers from 6 English classes in Grades 7 to 9 at Aihua School in the Guangxi Zhuang Autonomous Region participated in the study: 125 in the smart classes (the experimental group) and 128 in the traditional classes (the control group). The experimental group consisted of 3 smart classes that used the AI smart tablet teaching model. The students were aged 15-16, with 45% of them were male students and 55% of them female students. Smart tablets were regularly available to every student in the experimental group. In contrast, three traditional classes, also with students aged 15-16 and 47% of them were male students and 53% of them female students, received traditional instruction without the use of smart tablets as part of the control group. The pre-test and post-test results show that although smart tablets have the potential to enhance the curriculum, promote interactive learning, and provide individualised learning experiences, there are challenges, including technological barriers, the need for teacher training, and the risk of distractions.
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Copyright (c) 2026 LI QIN, TIRZAH ZUBEIDAH ZACHARIAH, WONG YEE VON
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