Speaker
Description
In the modern ESL classroom, smartphones often act as a double-edged sword, providing instant resources while simultaneously serving as a primary source of cognitive distraction. This presentation discusses the pedagogical outcomes of a "gated" technology policy implemented within a university-level IEP in Vietnam, where mobile devices are strictly put away except for highly targeted, time-bound tasks. This approach moves beyond a simple "no-phone" ban, instead focusing on intentionality and learner agency. The session outlines how periods of tech-free "deep work" compelled students to engage more effectively with physical textbooks and handwritten notes, fostering better retention and peer collaboration. Conversely, it examines how brief, teacher-directed intervals of phone use for specific tools—such as corpora or specialized dictionaries—complemented the learning process without leading to the passivity of automated translation. The presenter will share qualitative observations of student behavior, practical classroom management techniques for "putting away" and "bringing out" tech, and the impact this structure has on student focus and resourcefulness. Participants will leave with a practical framework for managing the "on/off" rhythm of technology to ensure that digital tools remain secondary to the SLA process, ultimately supporting a more sustainable and pedagogically sound classroom environment.
Biography
Ryan Elliott is a university lecturer and TESOL educator with over nine years of experience leading intensive English programs across various regions of Asia, including extended tenures in both China and Vietnam. He holds two Master's degrees—one in Linguistics and one in International Relations—providing him with a unique interdisciplinary perspective on the intersection of language acquisition, global communication, and educational technology. Currently based at Greenwich University in Da Nang, Ryan specializes in curriculum design and classroom management strategies that prioritize cognitive depth in an increasingly digital world.
His current professional interests and research focus on fostering learner autonomy through "gated" pedagogical frameworks. These frameworks are designed to balance the high-efficiency benefits of digital tools with the essential cognitive processing afforded by traditional, low-tech learning methods. Beyond the classroom, Ryan is an active contributor to the local academic community and is involved in developing digital resources that encourage reflective practice among language learners. His approach to ELT is grounded in the belief that technology should serve as a purposeful extension of the learner’s own agency, rather than a substitute for active linguistic engagement.
| Affiliate type | University |
|---|