Activities and reflection for influencing beliefs about learning with smartphones

English education in Japan faces numerous challenges, including an English as a Foreign Language (EFL) context, mandatory English classes, and an exam-oriented education system. Computer technology and the almost universal possession of smartphones can ease the burden of learning, but only if these tools are used effectively. Japanese university students report having very low computer skills and their smartphones are seen as tools for maintaining social contacts and as gaming devices. Smartphones then become a distraction, keeping students from achieving academic success. What is unclear is whether students are unaware of, or unwilling to use, the educational and productivity functions of their smartphones. This project aimed to examine beliefs about learning with smartphones and what changes in beliefs and behavior occur through the introduction of smartphone apps and online applications utilizing task-based activities requiring the educational and productivity aspects of smartphones. Pre and post intervention surveys were administered measuring beliefs about learning and smartphone usage. Four first-year university classes (N=146) enrolled in a mandatory listening and speaking course participated in this study. This presentation will report the findings of the survey on learning and what changes were observed. The design of the activities and problems that occurred during the term will also be discussed.