“Bring Your Own Device (BYOD)” for Face to Face and Virtual Collaborative Learning in EFL in Secondary School: A mixed methods Investigation

The purpose of this mixed methods study was to create a practical framework for designing and implementing BYOD program supported by collaborative learning strategy in a secondary classroom. Besides evaluating the program effects on students’ advancement in two aspects; Firstly, language skills in English as a foreign language (EFL). Secondly; teamwork competencies (TWC). Additionally, the study aims to explore learners’ perception towards the whole learning experience and investigate the program privileges and limitation. In addition to exploring how students manage face to face (F2F) and virtual collaboration. Participants included two groups of secondary students aged 14-16 to be the control (20 students) and experimental groups (26 students) for this study. Quantitative and qualitative data were collected using Pre-survey, English test, team competences scale, student’s perspective survey, students’ interviews, and field notes. Both experimental and control groups exposed a significant improvement in English skills as a foreign language. However, the experimental group outperformed the control group in the English test. In relation to team competences, the experimental group revealed a significant development in teamwork competencies, while the control showed no significant improvement in TWC. Students reported a positive perspective toward the proposed BYOD program and the collaborative learning strategy with no significant difference between face to face and virtual collaboration. The advantages of the program initiative as students reported; enhancing collaboration and peer-learning, getting organized for active learning, timely feedback and social communication with the teacher and groupmates online, the diversity of learning scenarios, boosting productivity and motivation. While the main difficulties according to students were; slow wi-fi connection, managing virtual collaboration were. The field notes, on the other hand, reported challenges faced the teacher during the program, namely in handling the demands of her new role as a facilitator of the learning process in the classroom and beyond (virtual collaboration through the platform) and in the classroom management. The findings of the study propose practical implications for schools and teachers besides some directions for further research.