attention residue: how to use smartphones in the esl/esol/tefl classroom

There are different ways of using digital technology in a student-centred classroom - and, specifically, if we are to have students as directing their own learning, then we need to be thinking about how to use smartphones in the English language classroom.

As a recent blog says, on managing the use of smartphones in language classrooms:

From time to time, a story hits the headlines that schools in some country or other are to ban mobile phones (cellphones for our American friends) during the school day in an effort to reduce bullying and boost academic performance. This always triggers a re-examination of the issues involved, but, of course, language lessons operate usually under slightly different circumstances...

And that's the point: this technology should be seen differently when used in the language classroom, as it does offer tools rather than endless distraction - if used well of course [and the writer of the blog piece goes on to suggest how to do that...]

There are lots of blog pieces by teachers suggesting how to use mobile devices in their ESL work. The latest look comes from Dimitris Kouniakis and Constantina Constantopoulou, as reported byBecci Knowles, writing in the E L Gazetter. Here they look at Smartphones and focus in learning: Friend, foe, or false ally?

Welcome to the concept of attention residue, a key phenomenon that helps explain why focus has become such a fragile resource in today’s classrooms and study spaces...

If attention is fragile, the learning environments must actively protect it. One of the most effective, evidence-based strategies is surprisingly simple: Create physical distance between students and their smartphones during study or learning periods.

In today’s attention-fragmented learning landscape, focus has become a skill that needs safeguarding and coaching. Attention residue reminds us that distraction isn’t just about willpower. It’s essentially about how the brain works. Leroy’s findings make one thing clear; every interruption leaves a trace that weakens attention. For students who already struggle with concentration, executive function, and cognitive overload, smartphones are quietly but significantly undermining their learning. By encouraging intentional distance from devices during study, we help learners reclaim their attention, reduce mental clutter, and engage with content deeply. Managing the learning environment isn’t optional anymore; it’s a necessity. Having said that, meaningful support doesn’t begin with new strategies but with well-designed attentional space

Smartphones and focus in learning: Friend, foe, or false ally? - E L Gazette

.

.

.