Moving Away from Conversation: The Smartphone Effect

Course: Developing Academic Skills- II

Submitted by: Priyanshi Prajapati

Regn. No: 23213735

Submitted to: Dr. Pompi Basumatary

Assistant Professor
Department of English and Cultural Studies
School of Arts and Humanities

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 Moving Away from Conversation: The Smartphone Effect

1. Introduction:
This research paper focuses on the smartphone usage of young adults and how it
relates to/affects their communication skills.
Smartphones, with many applications spanning communication, information, and
entertainment, are a ubiquitous and indispensable part of modern life. Tasks such as
making phone calls, messaging, entering social networks, taking photographs and
videos, sharing images and messages on social media, playing games, and surfing the
Internet may be performed anywhere and anytime via smartphones. In addition,
smartphones have other qualities that make life easier such as making video calls and
finding directions using navigation programs. Smartphones are very beneficial when
not used excessively. However, the recent increase in smartphone use has necessitated
an examination of its negative effects. A general point of concurrence in studies on
smartphones is the prevalence of smartphone use among younger people and its
association with addictive behavior. As smartphone use is more prevalent among
younger people, they are generally more exposed to the negative effects of excessive
use, and smartphone addiction is seen as a particularly high-risk factor for younger
people. Communication skills facilitate interpersonal relationships in all areas of life,
especially in the professional field. Communication is a high-priority competency for
healthcare professionals who work in human-centered environments. Communication
is a basic tool that is necessary to determine the needs of healthy individuals as well
as patients and to plan the provision of appropriate care. Thus, it is important to
establish effective communication skills. In recent years, interpersonal forms of
communication have been reshaped and changed because of the development and use
of smartphone technologies. Time spent on social network sites and growing
membership numbers on these sites are important indicators that a new form of
communication has been established and that new communication habits have
arisenSmartphones are an essential part of relationships among today's youth, helping
in both the initiation and advancement of emotional relationships. On the other hand,
smartphones have been found to create trust issues in interpersonal relationships,
creating behaviors related to attachment anxiety and increasing relationship fragility.

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 A study conducted in India found that excessive telephone use has a net negative
impact on the interpersonal relationships of adolescents. Using a smartphone and
being online is seen as a popular activity among youth. However, whereas individuals
“socialize” using smartphones in theory, a trend toward individualization has been
noted in real life. Thus, smartphones change family and interpersonal relationships,
routine daily life, habits, and even behaviors. It also harms general communication
skills as well as academic communication skills.
 Background: The use of technological devices today is widespread. One of these
devices is the smartphone. The use of smartphones among young people is quite
common. However, smartphones are associated with negative effects when used
excessively. It has been reported that smartphone use may adversely affect learning in
the classroom, cause safety issues, and negatively affect interpersonal
communications. Thus, it can be argued that smartphones can influence
communication skills when they are thought of as a means of communication.
 Purpose: This study aims to determine the level of smartphone usage among young
adults and to examine the effect of smartphone usage level on communication skills.

2. Literature Review:
2.1 Smartphone Usage
Today, the use of technological devices is widespread, and the use of smartphones,
one of these devices, has become an indispensable part of daily life. The number of
smartphone users worldwide is increasing each year and the number of smartphone
users in the world today is 6.93 billion, which translates to 85.68% of the world’s
population owning a smartphone. In total, the number of people who own a smart and
feature phone is 7.41 billion, making up 91.61% of the world’s population.
The rapid development of the smartphone market and the fast cons BGHumption
concept have led to the expansion of the usage area of smartphones. Smartphones
have replaced mobile phones and can be used like personal computers and many other
devices. Today, the smartphone’s many capabilities, such as communication,
entertainment, social network accession, Internet, music, following up on
appointments and calls, banking, and education have made smartphones attractive
(Hawi & Samaha, 2016; Samaha & Hawi, 2016).

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 Tasks such as making phone calls, messaging, entering social networks, taking
photographs and videos, sharing images and messages on social media, playing
games, and surfing the Internet may be performed anywhere and anytime via
smartphones (Lepp, Li, Barkley, & Salehi-Esfahani, 2015; Samaha & Hawi, 2016). In
addition, smartphones have other qualities that make life easier such as making video
calls and finding directions using navigation programs (Samaha & Hawi, 2016; Şata,
Çelik, Ertürk, & Taş, 2016). Smartphones are very beneficial when not used
excessively (Kim, Lee, Lee, Nam, & Chung, 2014). However, the recent increase in
smartphone use has necessitated an examination of its negative effects (Choi et al.,
2015; Mok et al., 2014; Samaha & Hawi, 2016.)
A general point of concurrence in studies on smartphones is the prevalence of
smartphone use among younger people and its association with addictive behavior
(Davey & Davey, 2014; Kim et al., 2014; Süt, Kurt, Uzal, & Özdilek, 2016). As
smartphone use is more prevalent among younger people, they are generally more
exposed to the negative effects of excessive use, and smartphone addiction is seen as a
particularly high-risk factor for younger people (Kim et al., 2014). Smartphone
addiction is defined as a condition that affects the daily life of users, inducing clinical
characteristics such as loss of attention, tolerance, and control; mood disorders; and
withdrawal symptoms (Lee, Chang, Lin, & Cheng, 2014).
Using a smartphone and being online is seen as a popular activity among youth (Şata
et al., 2016). However, whereas individuals “socialize” using smartphones in theory, a
trend toward individualization has been noted in real (offline) life. Thus, smartphones
change family and interpersonal relationships, routine daily life, habits, and even
behaviors (King et al., 2013; Samaha & Hawi, 2016). This may cause problems such
as loneliness, isolation, anxiety, depression, stress, sleep disorders, decreased physical
activity, musculoskeletal system disorders, and academic failure (Kim, 2013; Samaha
& Hawi, 2016). Concurrently, increased smartphone use by the younger generation
has been shown to promote phobic behaviors such as continuously checking for
messages and calls, feeling worry or anxiety in places without network coverage or
with limited access, leaving the phone on constantly, and sleeping with the phone by
the user's side (Bragazzi & Del Puente, 2014).
2.2 Communication Skills: Communication is an integral feature of human activities. It
is a pillar that maintains the structure of peaceful co-existence and mutual
understanding. Communication can be described as the process of transmitting and

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 receiving ideas, information, and messages. It is used to persuade; influence
relationships; inform; and share, discover, and uncover information. Thus, it is not
surprising that communication, and how to communicate are so important to daily life
that it has spawned an entire industry of books, articles, and seminars explaining how
to do it better. Despite the importance of critical thinking and communication skills, it
is observed that these two skills are underdeveloped in young adults.
Young Adults must actively and consciously engage in communication to develop the
information and understanding required for effective learning. It is dynamic because it
involves a variety of forces and activities interacting over time. Based on this premise,
critical thinking affects all forms of communication, speaking, listening, reading, and
writing, and as such it can develop both critical thinking and communication skills in
every interaction. Communication is seen by Hybels and Weaver (2001) as any
process in which people share information, ideas, and feelings which involve not only
the spoken and written word but also the body language personal mannerisms, and
styles, anything that adds meaning to a message. Therefore, the development of
communication skills is not a separate activity from problem-solving, creativity, or
collaborative learning, because people will use communication skills for logical
presentation of facts in oral or written form. While one must be a good listener before
he/she can learn, effective and good reading skills will aid comprehension of printed
materials; based on these important roles of communication in effective learning.
Therefore, for any person to become a critical thinker he/she must have good
communication skills so that they can function effectively in the academic and
professional setting.

3. Research Questions And Gaps:

3.1 Research Questions:
 Does the level of smartphone usage have a significant negative impact on
young adults' overall communication skills?
 How does smartphone use affect young adults' abilities in public speaking,
writing, and active listening?
3.2 Research Gaps:

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  Most prior studies focused on medical students, limiting the applicability of
their findings to a broader young adult population. This paper aims to address
this by including participants from various educational backgrounds.
 Similar to the above point, previous research might not have considered the
specific age range of "young adults." This paper could be addressing a more
nuanced age group within the broader category.
 The paper suggests prior research hasn't delved into the specific applications
and websites young adults use for communication, information retrieval, and
entertainment. This paper might investigate these aspects to understand how
specific app usage influences communication and other skills.

4. Aims and Objectives:

 To measure the level of smartphone usage among young adults.
 To assess the communication skills of young adults.
 To examine how smartphone usage level affects the communication skills of
young adults.
 To understand the impact of smartphone use on different aspects of
communication skills, such as public speaking, writing, and active listening.

5. Methodology:
5.1 Research Design: A descriptive cross-sectional research design was used to study
the impact of smartphone usage on the communication skills of young adults. This
design allowed the exploration of both variables at a single point in time.
5.2 Participants: A convenient sampling method was used to collect responses from a
total of 62 participants, consisting of 21% males and 79% females, through an
online questionnaire. The distribution of participants across the educational
qualifications of senior secondary and undergraduate was 59.7% and 40.3%
respectively.
5.3 Measures:
 Mobile Phone User Survey: This survey was conducted by the Malaysian
Communications and Multimedia Commission (MCMC). To collect
generalizable data that represents the whole population from the samples,
this questionnaire survey was adopted as a data collection method.

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 Moreover, a questionnaire survey is commonly used in similar research.
The questionnaire survey targets individual users. Subsequently, the data
collected is analyzed using appropriate non-parametric analysis methods
and presented in an intuitive and insightful presentation format. The
questionnaire items are designed in such a way that technical jargons are
minimized to enhance the understandability for users from different
knowledge backgrounds.
 Communication Skills Questionnaire: People usually assess
communication skills in four areas. Verbal Communication includes oral
and written communication, Non-verbal communication, and Visual
communication. Verbal Communication implies communicating verbally
in the form of words either orally or in written form. Oral Communication
refers to spoken words. It can take face-to-face communication, phone
conversation, audio and video conferencing, and so on. Written
Communication refers to the use of scripts, signs, and symbols in written
form such as e-mails, reports, letters, memos, or any such document. This
can be handwritten or typed. Non-verbal Communication refers to the use
of body language, gestures, postures, eye contact, facial expressions, and
touch in communicating messages. Visual Communication refers to the use
of pictures, graphs, tables, photos, and other illustrations for
communicating a message. This questionnaire assesses communication
skills based on the factors mentioned above. The questionnaire has 27
statements on a five-point scale.

6. Procedure:
All participants voluntarily engaged in the research by completing an electronic
survey facilitated via Google Forms. Before gathering data, subjects were presented
with informed consent. The confidentiality and anonymity of participants' answers
were guaranteed and preserved during the duration of the study. Following data
collection, the findings were analyzed utilizing a combination of qualitative and
quantitative approaches.
 Eligibility Criteria: To participate in this research study, individuals should be
between the ages of 18 to 25 years.

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  Confidentiality and Data Privacy: The anonymity of the participants will be
maintained. The participant's data will be stored safely and will not be used
for any purpose other than this research.
 Total Responses: The total number of participants in the study is 62 out of
which 49 are females and 13 are males.
 Age: The ages of the participants are from 18 to 22 years.
 Educational Qualification: Most of the participants are undergraduate and
postgraduate students.
 Questions on smartphone usage:
a) Make a phone call:
85% of the participants use their phones to make phone calls daily.
15% of the participants use their phones to make a phone call a few times
a week.
b) Check e-mail:
61% of the participants use their phones to check e-mails daily.
24% of the participants use their phones to check e-mails a few times a
week.
8% of the participants use their phones to check e-mails weekly.
7% of the participants use their phones to check e-mails rarely.
c) Business:
37% of the participants never use their phones for business purposes.
24% of the participants rarely use their phones for business purposes.
15% of the participants use their phones for business purposes a few
times.
13% of the participants use their phones for business purposes daily.
11% of the participants use their phones for business purposes weekly.
d) Entertainment:
81% of the participants use their phones for entertainment purposes daily.
16% of the participants use their phones for entertainment a few times a
week.
3% of the participants use their phones for entertainment purposes rarely.

e) Studying
45% of the participants use their phones to study daily.

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 35% of the participants use their phones to study a few times a week.
10% of the participants rarely/never use their phones to study.

f) Browsing Web Page

69% of the participants use their phones to browse web pages daily.
19% of the participants use their phones to browse web pages a few
times a week.
7% of the participants use their phones to browse web pages
weekly/rarely.
5% of the participants never use their phones to browse web pages.

g) SMS
32% of the participants use their phones to SMS daily.
27% of the participants use their phones to SMS rarely.
20% of the participants use their phones to SMS a few times a week.
11% of the participants never use their phones to SMS.
10% of the participants use their phones to SMS weekly.

h) Instant messaging
81% of the participants use their phones for instant messaging daily.
10% of the participants use their phones for instant messaging a few
times a week.
9% of the participants use their phones for instant messaging
weekly/rarely.

i) GPS
36% of the participants use GPS rarely.
27% of the participants use GPS a few times a week.
21% of the participants use GPS weekly.
13% of the participants use GPS daily.
3% of the participants never used GPS.

j) Read PDF/Word
45% of the participants use their phones to read pdf/word daily.
33% of the participants use their phones to read pdf /word a few times a
week.
12% of the participants use their phones to read PDF/word weekly.
10% of the participants use their phones to read pdf/word rarely/never.

k) Others
40% of the participants use their phones for other purposes daily.

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 37% of the participants use their phones for entertainment a few times a
week.
10% of the participants use their phones for entertainment purposes
rarely.
7% of the participants use their phones for entertainment purposes
weekly.
6% of the participants never use their phones for entertainment purposes.

 Questions Communication Skills

a) Presents with ease in seminars and conference

45% of the participants present with ease sometimes.
26% of the participants often present with ease.
16% of the participants present with ease rarely.
8% of the participants always present with ease.
5% of the participants never presented with ease.

b) Takes the lead in Group discussions or debates

42% of the participants take the lead sometimes.
24% of the participants often take the lead.
16% of the participants take the lead rarely.
11% of the participants always take the lead.
7% of the participants never take the lead.

c) Talks confidently and eloquently in student meetings and presentations

32% of the participants often talk confidently.
29% of the participants talk confidently sometimes.
21% of the participants always talk confidently.
15% of the participants talk confidently rarely.
3% of the participants never talk confidently.

d) Able to persuade and get things done in teams

45% of the participants are often able to persuade.
26% of the participants are sometimes able to persuade.
19% of the participants are always able to persuade.
7% of the participants can persuade rarely.
3% of the participants are never able to persuade.

e) Able to give constructive feedback

39% of the participants are often able to give constructive feedback.
34% of the participants can give constructive feedback sometimes.
18% of the participants can always give constructive feedback.

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 9% of the participants rarely give constructive feedback.

f) Shows interest and attention to others during discussion

48% of the participants often show interest and attention.
37% of the participants always show interest and attention.
13% of the participants show interest and attention sometimes.
2% of the participants rarely show interest and attention.

g) The style of communicating the message is simple and clear

45% of the participants often communicate the message simply and
clearly.
29% of the participants communicate the message simply sometimes.
21% of the participants always communicate the message simply and
clearly.
5% of the participants rarely communicate the message simply and
clearly.

h) Gives time for others to respond or clarify

52% of the participants often give time to others.
40% of the participants always give time to others.
5% of the participants give time to others sometimes.
3% of the participants rarely give time to others.

i) Maintains Phone etiquette

47% of the participants often maintain phone etiquette.
27% of the participants always maintain phone etiquette.
15% of the participants maintain phone etiquette sometimes.
8% of the participants maintain phone etiquette rarely.
3% of the participants never maintain phone etiquette.

j) Participate in role-plays to disseminate information

46% of the participants participate in role-plays sometimes.
28% of the participants often participate in role-plays.
18% of the participants rarely participate in role-plays.
8% of the participants never participated in role-plays.

k) Can gather information from different sources and report professionally

40% of the participants often gather information and report
professionally.
36% of the participants gather information and report professionally
sometimes.
16% of the participants always gather information and report
professionally.
6% of the participants rarely gather information and report

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 professionally.
2% of the participants always gather information and report
professionally.

l) Are creative in preparing presentation materials

34% of the participants are often creative.
32% of the participants are sometimes creative.
29% of the participants are always creative.
5% of the participants are rarely creative.

m) Able to prepare technical and business reports as per standards

36% of the participants can sometimes prepare technical reports.
32% of the participants can often prepare technical reports.
13% of the participants can always prepare technical reports.
11% of the participants can rarely prepare technical reports.
8% of the participants can never prepare technical reports.

n) Can prepare newsletters and bulletins

39% of the participants can sometimes prepare newsletters and bulletins.
21% of the participants can often prepare newsletters and bulletins.
19% of the participants can rarely prepare newsletters and bulletins.
13% of the participants can always prepare newsletters and bulletins.
8% of the participants can never prepare newsletters and bulletins.

o) Maintains clarity and flow in writing reports

37% of the participants often maintain clarity and flow in writing reports.
36% of the participants sometimes maintain clarity and flow in writing
reports.
16% of the participants always maintain clarity and flow in writing
reports.
7% of the participants never maintain clarity and flow in writing reports.
5% of the participants rarely maintain clarity and flow in writing reports.

p) Writing is free of grammatical and spelling errors

45% of the participants often write in a grammatically correct manner.
27% of the participants sometimes write in a grammatically correct
manner.
21% of the participants always write in a grammatically correct manner.
7% of the participants rarely write in a grammatically correct manner.

q) Can write business correspondence professionally

34% of the participants can often write business correspondence
professionally.
34% of the participants can sometimes write business correspondence

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 professionally.
15% of the participants can rarely write business correspondence
professionally.
11% of the participants can never write business correspondence
professionally.
6% of the participants can always write business correspondence
professionally.

r) Easily recognizes emotions (anger, disappointment, joy, and so on) while

communicating with others
42% of the participants can often recognize emotions.
37% of the participants can always recognize emotions.
15% of the participants can sometimes recognize emotions.
6% of the participants can rarely recognize emotions.

s) Pays attention to body language when communicating with others

47% of the participants always pay attention to body language.
31% of the participants often pay attention to body language.
16% of the participants sometimes pay attention to body language.
6% of the participants rarely pay attention to body language.

t) Careful in using gestures and facial expressions during face-to-face

interaction
49% of the participants are often careful in using gestures and
expressions.
32% of the participants are always careful in using gestures and
expressions.
18% of the participants are sometimes careful in using gestures and
expressions.
1% of the participants are rarely careful in using gestures and
expressions.

u) Do not distract the audience by using needless gestures

32% of the participants do not distract others often.
32% of the participants do not distract others sometimes.
23% of the participants do not distract others always.
8% of the participants do not distract others rarely.
5% of the participants do not distract others never.

v) Maintains professional posture during meetings and presentation

44% of the participants often maintain a professional posture.
36% of the participants always maintain a professional posture.
16% of the participants sometimes maintain a professional posture.
4% of the participants rarely maintain a professional posture.

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 7. Research Findings:

The exploration conducted demonstrates that within the demographic of college

students, there is a conspicuous level of adeptness observed in the realm of utilizing
technology for the facilitation of communication objectives. More specifically,
students exhibit a strong inclination towards depending heavily on their smartphones
for a myriad of daily tasks, encompassing activities such as initiating phone calls,
dispatching text messages, and participating in instant messaging exchanges. This
heavy reliance on smartphones serves to underscore a distinct dependency on mobile
communication platforms for the execution of their day-to-day interactions. Such
behavioral patterns are indicative of a prevalent inclination towards prioritizing
mobile-based entertainment avenues over alternative forms of media consumption,
with a notable segment of students participating in activities like online browsing and
email correspondence regularly to conveniently access information.

It is imperative to highlight that smartphones are predominantly perceived as a

principal source of leisure by a vast majority of college students, with a remarkable
81% of participants integrating these technological devices into their everyday
schedules. This substantial percentage accentuates a pronounced preference for the
utilization of smartphones for entertainment purposes. Intriguingly, a significant
proportion of students (45%) also incorporate smartphones into their daily study
routines, signaling an increasing trend towards the assimilation of technology into the
educational process. Conversely, the utilization of smartphones for professional tasks
appears to be less prevalent, as only 13% of students indicate employing them daily
for such endeavors.

A comprehensive examination of the communication proficiencies of college

students unveils commendable strengths in domains such as active listening and
attentiveness. Nevertheless, it is disconcerting to note that merely a quarter of the
surveyed individuals express confidence in their public speaking skills, thereby
underscoring a potential area warranting enhancement. Correspondingly, the writing
competencies of students also exhibit areas that could benefit from improvement,
with around 45% acknowledging infrequent instances of constructing grammatically
precise sentences, thus indicating a requisite for further advancement in this sphere.

In summary, the outcomes derived from the investigation suggest that college
students exhibit a high degree of competence in leveraging smartphones for a diverse
array of communication and information-seeking endeavors. Despite their
proficiency in interpersonal communication, there exists an opportunity to fortify
their aptitudes in public speaking and written expression. It is imperative to
acknowledge the constraints inherent in this study, which concentrated on a particular
age bracket and geographic locale, thereby posing challenges in extrapolating the
findings to a broader spectrum of college students. The reliance on self-reported data
about phone usage and communication proficiencies introduces subjectivity and
potential biases in the study outcomes.

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 Prospective research initiatives should contemplate delving into the specific
applications and websites that students employ for communication, information
acquisition, and entertainment. Furthermore, an exploration of the incorporation of
smartphones into academic undertakings and the repercussions of technology on
learning methodologies could furnish valuable insights for subsequent scrutiny.

8. Discussion and Conclusion:

The issue at hand pertains to the heavy reliance of college students on smartphones,
which has been observed to have a detrimental impact on various facets of their lives
including communication skills, social interactions, and academic achievements, a
phenomenon substantiated by the studies conducted by Cho & Lee in 2015 and
Davey & Davey in 2014. This overreliance on smartphones has been noted to
obstruct their capacity to convey thoughts effectively, engage in active listening, and
interpret nonverbal cues - all of which are pivotal components of fostering healthy
interpersonal communication.

Nonetheless, recent findings posit a contrasting viewpoint, suggesting that

smartphones, if utilized judiciously, have the potential to augment the educational
journey. Technology, when harnessed strategically, can play a vital role in enhancing
clinical learning processes, honing problem-solving abilities, and fostering holistic
skill development among students.

Achieving equilibrium in this scenario is paramount. The crux of the matter lies in
striking a harmonious balance between the advantages and drawbacks of smartphone
usage. It is imperative to not only raise awareness regarding the educational merits
that smartphones bring to the table but also to institute precautionary measures
against unwarranted and excessive reliance on these devices.

Several potential avenues can be explored to address this issue effectively.

Encouraging students to participate in alternative activities such as on-campus sports,
clubs, and artistic pursuits can serve as a wholesome diversion from excessive screen
time. Identifying students who may be more susceptible to smartphone addiction and
providing them with access to counseling services can be a proactive step in
mitigating the adverse effects. Moreover, promoting responsible smartphone usage
through educational initiatives that shed light on the pitfalls of excessive screen time
and advocate for mindful phone habits can instigate a positive behavioral shift among
students.

By tackling these pertinent issues head-on, we can empower students to harness the
positive attributes of smartphones while mitigating the negative repercussions. This
concerted effort not only stands to enhance their academic performance but also to
cultivate stronger communication aptitudes and forge deeper social bonds, ultimately
contributing to the cultivation of a more powerful and versatile group of future
generations.

9. Annexure

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  Smartphone Usage

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  Communication Skill

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