196
www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.56.08.20
How to Cite:
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for
freshman students?. Amazonia Investiga, 11(56), 196-209. https://doi.org/10.34069/AI/2022.56.08.20
From a commodity to addiction: Are mobile phones valuable
commodities or sources of addiction for freshman students?
Kullanışlı Bir Üründen Bagımlılığa: Cep Telefonları Üniversite Birinci Sinif Ögrencileri
İçin Değerli Bir Ürün mü Yoksa Bağımlılık Kaynağı mıdır?
Received: September 1, 2022 Accepted: October 30, 2022
Written by:
Saban Kara88
https://orcid.org/0000-0002-7501-7961
Yunus Yildiz89
https://orcid.org/0000-0002-4471-457X
Abstract
Mobile phone use has increased exponentially on
a global scale in all segments of society since the
rise of the first mobile phones in 1970s. Although
a wealth of research has been conducted to
measure the effects of mobile phones on
individuals, a few studies have been carried out
to make a connection between similes and mobile
phone use. In this respect, this study examined
habits of students on mobile phone use through
similes at a private university located in Erbil,
Iraq. Students employed food, drink, household
items and people to illustrate their mobile phone
dependence rate. A questionnaire, a survey and
an interview were adopted to gather data. The
data which were collected by employing a mixed
method design were analyzed through
MAXODA software program and SPSS 25. The
findings of the study uncover that mobile phone
are indispensable in their lives with varying
reasons to take advantage of them. Additionally,
students have unsubtle plans to reduce their daily
usage by channeling their energy to social
activities. The findings of this study can have
some implications to acknowledge negative
points of mobile phone use and adopt realistic
strategies to break mobile phone addiction on
adults systematically.
Keywords: Mobile phone use, simile, addiction,
mobile phone dependence.
88
Ma, Instructor, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq.
89
Ph.D., Assistant Professor, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil,
Iraq.
Kara, S., Yildiz, Y. / Volume 11 - Issue 56: 196-209 / August, 2022
Volume 11 - Issue 56
/ August 2022
197
https://www.amazoniainvestiga.info ISSN 2322- 6307
Introduction
Technological advancements have increased
exponentially which have made mobile phone
revolution possible. Since the advent of first
mobile phone in 1973 by Martin Cooper, mobile
phones have evolved significantly (Smith et al.,
2011). First mobile phones` features were limited
to calling or receiving a call, however, they
played a key role in advancing the features of
mobile phones. Nowadays, mobile phones are
regarded as an inseparable part of our daily lives.
Apart from using mobile phones to call or text,
they serve human being in varied ways. For
instance, mobile phones have been used to surf
the internet, watch videos, do online shopping,
draw pictures, compose novels, join lessons
electronically, have instant online meetings, send
emails and so on. Additionally, users have
incessant interaction with their mobile phones, so
they have embedded in their lives as an
irreplaceable means of communication (Daskan
& Yildiz, 2020; Yildiz, 2021). Considering this
phenomenon, the number of mobile
subscriptions increased to 8.6 billion worldwide
and 1.43 billion mobile phones were sold only in
2021(Statista, 2022). It seems that mobile phones
have become an indispensable part of billions of
people globally due to its convenience and
relatively low price compared to the cost of
pioneer mobile phone models.
Mobile phones are integral parts of many
people`s lives in many different fields. E-
learning activities through mobile phones have
been receiving much attention from the
stakeholders of education ranging from teachers
to students (Celik et al., 2022a). For instance,
students can learn further thanks to educational
websites if they have a mobile phone. Likewise,
they can take Kahoot quizzes, do online
experiments, take online lessons with their
mobile phones. These activities can be useful to
boost students` motivation and learning rate
respectively. Apart from students, mobile phones
are so essential for drivers to find the direction
easily with GPS navigation apps. Additionally,
mobile phones can be of greatest importance to
people who want to cook at home through
instructional videos about varied recipes. These
people want to sharpen their skills about different
cuisines with these videos. Furthermore, mobile
phones have been used widely to do online
shopping or use online banking. Users can save
much time and money once they complete these
tasks electronically. Subsequently, mobile
phones can facilitate job seekers` lives through
online employment websites. These websites can
inspire people to secure a job in another country
and realize their dreams. Furthermore, mobile
phones have many functions to relieve users`
stress and spend quality time. Users who feel
exhausted after a tiring day can take advantage of
their mobile phones to have fun (Wei, 2008). It is
crystal clear that mobile phones have many
aspects to affect our lives directly.
Mobile phones have some drawbacks in people`s
lives as well if the amount of time to use the
mobile phone is not balanced well. To illustrate
it, students are likely to lose their concentration
if mobile phones are not off or silent in the class.
Additionally, drivers can crash if they are busy
with their mobile phones while driving.
Furthermore, office workers can miss the
deadline if they cannot switch their attention
from their mobile phones to their pre-defined
duties. Subsequently, salesclerks cannot spare
enough time for customers if they are not alerted
to welcome them in a mobile phone free sales
area. Apart from economic and academic loss,
mobile phones can have adverse effects on
people`s social lives. For instance, parents may
not nurture a good relationship with their kids if
they are not away from their mobile phones. This
troublesome relationship can have varied
negative consequences in the future, so future
generations can have countless issues related to
it. Likewise, kids who spend much time with
their mobile phones can be lost in virtual world
which can take years to rehabilitate them. Apart
from psychological effects, students` academic
success can fall sharply if they cannot keep the
balance between studying and being online with
their mobile phones (Goswami & Singh, 2016;
Celik et al., 2022b). It seems that there is a fragile
line between using mobile phones in a beneficial
way and destructive way.
Similes can be employed in literature as a figure
of speech to compare two completely different
entities with common qualities. Fishman (2021)
postulates that simile is employed to make
comparison between entities which bear no
resemblance to each other directly. Similes are
literary terms through which different entities are
compared by using “like or as”. There are two
different similes which are closed and open
simile. The former refers to revealing the shared
quality explicitly, while the latter refers to not
mentioning the common quality. To illustrate it,
“You are walking as slow as a turtle.” can be
given as an example of closed simile because the
shared quality is emphasized as slow while
comparing a person with a turtle. On the other
hand, “My grandmother walks like a turtle.” is an
198
www.amazoniainvestiga.info ISSN 2322- 6307
example of open simile because the shared
quality is not emphasized explicitly.
Literature Review
Although there are numerous studies about
mobile phone use, a gap has been noticed in
literature regarding adopting similes to illustrate
importance of mobile phones for individuals, so
this study was initiated and finalized to fill this
gap.
Technological developments have significant
impacts in this century to transform people
globally. One of the most groundbreaking
technological developments in history can be
seen in mobile phone industry. Mobile phone use
has increased globally since first mobile phone
called Motorola was produced in 1970s by
Martin Cooper. Although there were several
initiatives to produce mobile phones in 1900s,
they were limited to using them in trains, ships or
cars, so Martin Cooper`s portable mobile phone
has been considered as a pioneer in this respect.
The first ever mobile phone weighed 2 kilograms
and it needed to be charged for 10 hours in order
to make a 30-minute call. Since that time and
model, mobile phone industry has revolutionized
in an ever-increasing rate. Accordingly, mobile
phone sales have increased significantly, and
their features have been multiplied to meet users`
needs (Quimí & Alexandra, 2022). Nowadays
mobile phones have numerous functions such as
voice or video calling, texting, watching videos,
surfing the websites, doing online shopping,
taking online lessons, sending or receiving e-
mails, taking notes, drawing, playing online
games, studying cooperatively, watching videos
and so on.
Voluminous studies have been carried out to
measure the effects of mobile phones in people`s
lives with varying implications. Some scholars
(Şenel, 2016; Kates et al., 2018) argue that
mobile phones are invaluable commodities,
while others (Park, 2005; Chóliz, 2010; Shoukat,
2019; Yildiz, 2019) claim that mobile phone
addiction can have adverse effects in people`s
personal, social and academic lives. The same
controversy can be easily noticed in published
articles. To illustrate, Morgan (2012) postulates
that cell phones are precious for college students
because they have the chance to stay in touch
with their families and friends to get their
support. He also states that students can access to
information in seconds, get online tutoring and
crosscheck the information they have learned to
be sure about the accuracy. Additionally, Kara
(2020) conducted a study on freshman students
about their habits on mobile phone use. The
results revealed that social media platforms can
be used widely to enhance students` learning.
The only point to be considered is that beneficial
pages and groups should be pinpointed in
advance to take advantage of social media
platforms. Otherwise, students can lose the track
and disadvantages of mobile phone use can be
more than the advantages. He exemplifies that
YouTube can be a great source of learning
different languages, watching insightful
conference and TV talks. Likewise, Facebook
can be an essential platform to make friends from
different countries, so they can be knowledgeable
about different cultures. Twitter can be a
miraculous tool to expand knowledge and be a
more knowledgeable and creative person. On the
other hand, the same platforms can be turned into
time consuming activities to drain people`s
energy. Similarly, Tian et al. (2009) attribute
three factors to mobile phone use which are sense
of security, self-character extension and sense of
dependence. They conclude that there is a fragile
line between using the mobile phone for useful
purposes and being addicted to it. If both points
are considered and necessary measures are taken,
mobile phone use can be so beneficial for users.
Otherwise, having some negative consequences
may be inevitable. Nowadays, a new term has
been coined as mobile learning (M-learning)
which refers to learning continuously through
mobile phones. Sullivan et al. (2019) attest that
m-learning offers flexible, continuous learning
which has some connections with formal and
informal learning versions. It seems that mobile
phone use has some dimensions according to the
preferences and priorities of the users.
Teachers` opinion on mobile phone use in class
has received much attention in many studies
recently. To name a few, Thomas et al. (2013)
carried out a study in the USA to welcome
teachers` opinion on mobile phone use in
classrooms for educational purposes. The
majority of the teachers (69 %) took side with
using mobile phone in class, whereas a slight
number of teachers uncovered their hesitation on
using the mobile in class on grounds that mobile
phones can disrupt the learning and teaching
atmosphere. Likewise, Leem and Sung (2019)
conducted a study in Korea to explore teachers`
opinion on mobile phone use which revealed that
being familiar, adaptable and passionate are key
factors to use mobile phones in class. They
contend that the success rate of integrating
mobile into class activities depends on the will of
the teacher to a large extent. Subsequently,
O`Bannon et al. (2017) conducted a study to get
teachers` (15) and students` (103) opinions on
Volume 11 - Issue 56
/ August 2022
199
https://www.amazoniainvestiga.info ISSN 2322- 6307
mobile phone use in an Indian middle school.
The study revealed that 88 % of the participants
were in favor of using the mobile in class,
whereas 12 % emphasized some negative points.
Additionally, the study illustrated that mobile
phones have been used for 23 different purposes
ranging from taking a photo to scanning QR code
to learn further.
Apart from positive influence of mobile phones,
some negative points have been emphasized in
recent studies. To illustrate a few, Tindell and
Bohlander (2011) enumerate some of the
negative points of mobile phone use which are
being distracted, exposed to cyber bullying and
radiation. Additionally, they contend that
cognitive alertness reduces if users cannot take a
break regularly. Wexler (2019) conducted a
study in the USA on integration of mobile phone
into class activities which culminated with
negative consequences. Most of the students
earned worse marks in their upcoming exams
once they started using their mobile phones in
class. They also stated that students did not want
to switch to traditional course books which was
another challenge for the teachers. They
concluded that disadvantages of mobile phone
use in a college setting outweigh the advantages.
Additionally, Baker, Lusk and Neuhauser (2012)
conducted a study on university students to get
their opinions about mobile phone use. The
students admitted that mobile phone use
distracted their attention considerably and
affected their learning rate adversely. Similarly,
McCoy (2013) attests that the distraction rate of
the students increases in line with the features of
mobile phones. Mobile phones are versatile
nowadays with numerous functions such as
calling, watching, surfing and earning money. He
also argues that cyberbullying and being addicted
to online games are other negative implications
of excessive and unplanned mobile phone use.
Additionally, Park (2005) conducted a study in
Korea on university students. 83 % of the
students admitted that they were using their
mobile phones excessively. They also admitted
that they felt regretful after using it for long
hours. Furthermore, Ismail et al. (2022) carried
out a study in Iraq on 453 different professions
and students which concluded that only 25 % of
the participants were classified as mild users,
whereas 75 % were classified as either moderate
or severe user. They also uncovered that there
was a direct correlation between their mobile
phone use and anxiety level. The participants
whose mobile phone use was excessive felt more
anxious than others who were classified as mild
users. Another notable point to be emphasized in
their study was that social interaction was lower
among moderate and severe mobile phone users
compared to mild ones. Considering these
negative implications of mobile phone use, many
countries including Israel, France, Australia have
implemented new regulations to impose a ban on
mobile phone use in classes (Beneito & Vicente-
Chirivella, 2022). It seems that it is a
controversial issue to include or exclude mobile
phones in educational settings.
Purpose of the Study and Research Questions
The purpose of this study was to examine
university students` habits on mobile phone use.
To this aim, students` daily usage, different
reasons to use the mobile phone, the frequency of
grabbing the mobile phone and overall
importance of mobile phone for them were
measured through questionnaires, surveys and
the interview. To illustrate the topic more clearly,
students were asked to describe their mobile
phone usage by adopting simile, so the researcher
tried to pinpoint whether the students were taking
advantage of their mobile phones or considering
them as time consuming gadgets. Based on this
framework, given research questions were
explored in this study:
• Can students keep the balance between using
their mobile phones and taking a break?
• What are the students` favorite activities
with their mobile phones?
• Is there a considerable difference between
the usage of mobile phones on weekdays and
at the weekend?
Methodology
This study was conducted by employing a mixed
method design which has been employed to
analyze verbally and statistically (Byrne &
Humble, 2007). A survey, a questionnaire and an
interview were included to collect data. The
survey included 5 items to get further details
about students` mobile phone use. The
questionnaire comprised 9 items related to their
mobile phone use and possible strategies to
reduce mobile phone use. Once participants
responded, the data were processed in SPSS 25.
through descriptive statistics, so mean score, the
percentage and the number of respondents for
each item ranging from strongly agree to strongly
disagree were collected in one point.
Additionally, the interview included one
question to pinpoint the students` habits on their
mobile phone use through similes. The interview
was conducted as one on one to get students`
genuine opinions in a stress-free environment
because it was noticed in the preliminary trial
200
www.amazoniainvestiga.info ISSN 2322- 6307
that students were hesitant to tell their ideas
freely on this topic. The prompt in the interview
included a fill in the blank activity which can be
seen below:
• My mobile is like a(n) …………………. for
me because …………………………
The responses of the interviewees were
transcribed through MAXODA software
program to classify and analyze accordingly.
Participants, Setting and Sampling Procedure
The population of this study accounted for all
students who studied in language preparatory
school (LPS hereafter) of a prestigious private
university located in Erbil, Iraq during 2021-
2022 Academic Year. 100 students received a
high-quality education which included 100 %
English as the medium of instruction. The
university had a diverse community to welcome
around 10 different nationalities on the campus
in a peaceful atmosphere, so it offered a
welcoming atmosphere to get ideas from
different nationalities. LPS students were
admitted to university with a condition to
improve their English during the year by
receiving 24 hours of instruction and
summarizing a short story in instructor`s office
as a presentation on a weekly basis. The
Academic Year started in December and ended
in October which was quite feasible to improve
their 4 skills in a professional conduct. Apart
from regular classroom activities, the students
took some quizzes through Kahoot, Google Form
or Padlet. They also had some debates to improve
their critical thinking, problem solving and
public speaking skills. In terms of classroom
materials, the students completed three main
course books, three vocabulary books, 2
grammar books and 1 listening and speaking
book.
Table 1.
The number of male and female students as well as their ages Participants` Frequency in Terms of Gender
and Age
Variable(s)
Option
F
%
Gender
Female
32
64
Male
18
36
Age
18-20
43
86
21+
7
14
Total
50
100
Once Table 1 was examined, it was seen that
female students (64 %) were higher than male
ones (36 %). In addition to the gender, the
participants ages were illustrated in detail which
displayed that 86 % of the students were between
18 and 20 years old, whereas only 14 % of the
students were 21 years old or older.
When it was time to choose the sample from the
population, the researcher adopted systematic
sampling method for its convenience. The
researcher listed all the students alphabetically.
Later, he chose 2nd student randomly which was
followed by each subsequent second student, so
the researcher chose 50 students out of 100 who
represented the population. Systematic sampling
method has been preferred in social sciences to
give equal chance to each participant by dividing
them into intervals (Mostafa & Ahmed, 2018).
Instruments and Data Collection Procedure
The study lasted for 4 weeks which included to
lay a background about simile and metaphor,
taking a questionnaire and the interview.
In week 1, the researcher displayed some clear
examples of simile and metaphor, so the
participants did not feel confused while
expressing their ideas on simile and their mobile
phone use. Also, they read some articles on
advantages and disadvantages of mobile phone
use. They also read some tips to switch their
concentration from their mobile phones to other
activities to socialize. In the final step, the
students brainstormed about finding a connection
between simile and their mobile phones.
In week 2, the students answered the items in the
questionnaire which was about the importance of
mobile phone for them. The students had a
briefing about 5-point Likert scale in advance.
Once they answered the questions, they analyzed
Volume 11 - Issue 56
/ August 2022
201
https://www.amazoniainvestiga.info ISSN 2322- 6307
different previous studies about using mobile
phone globally.
In week 3, the students took the interview to
pinpoint whether their mobile phone use bears a
resemblance to some people, devices, items. In
other words, they wanted to illustrate their
mobile phone use with a familiar object or
person, so the researcher figured out the
importance of their mobile phones with the
attributed person or object.
In week 4, the researcher analyzed the data to
interpret scientifically. The first step was to
extract data from the questionnaire and the
survey respectively, so their daily routine on the
internet through their mobile phones, genuine
opinions on the effects of the internet and
favorite activities were figured out accurately. In
the next step, the researcher transcribed the data
in the interview, so different classifications could
be made with ease. Finally, the items in the
questionnaire were converted into SPSS to get
the mean score, frequency and percentages for
each item with certain numbers.
Once all data were uncovered, the committee
came together to analyze the data and compile
the valuable information for the research paper.
Findings
Findings of this study were classified under 3
headings which were the survey, the
questionnaire and the interview, so each
instrument was elaborated to get detailed
analysis and make interpretations accordingly.
Figure 1 Illustrates the amount of time allocated
for using the mobile phone on weekdays.
Fig 1. The amount of time spent with mobile phone on weekdays.
As can be seen in Figure 1, it was noticed that 40
% (20) of the students had a habit of using the
mobile phone more than 7 hours. Additionally,
30 % (15) of the students set aside between 4 and
6 hours for mobile phone usage. Conversely,
only 20 % (10) of the students spent between 1
and 3 hours using their mobile phones. Likewise,
only 10 % (5) of the students allocated less than
1 hour for using their mobile phones. These
figures demonstrate that the highest percentage
was recorded with using the mobile phone at
least for 7 hours, whereas the lowest percentage
was related to using the mobile phone for less
than 1 hour.
Figure 2 illustrates the amount of time allocated
for using the mobile phone at the weekend.
10%
20%
30%
40%
Less than 1 hour Between 1 and 3 hours
Between 4 and 6 hours More than 7 hours
202
www.amazoniainvestiga.info ISSN 2322- 6307
Fig 2. The amount of time spent with mobile phone at the weekend
Once Figure 2 was examined, it was noticed that
70 % (35) of the students had a habit of using the
mobile phone more than 7 hours. Additionally,
20 % (10) of the students set aside between 4 and
6 hours for mobile phone usage. Conversely,
only 6 % (3) of the students spent between 1 and
3 hours using their mobile phones. Likewise,
only 4 % (2) of the students allocated less than 1
hour for using their mobile phones. These figures
demonstrate that the highest percentage was
recorded with using the mobile phone at least for
7 hours, whereas the lowest percentage was
related to using the mobile phone for less than 1
hour.
When weekdays and weekend mobile phone
usages were compared, it was observed that the
amount of time to use mobile phone increased
substantially.
Figure 3 displays the participants` favorite
activity on their mobile phones
.
Fig 3. Users` favorite activity on mobile phone
4%
6%
20%
70%
Less than 1 hour Between 1 and 3 hours
Between 4 and 6 hours More than 7 hours
0% 5% 10% 15% 20% 25% 30%
Calling or texting
Social Media Platforms
Following news
Watching movies
Reading e-books
Online shopping
YouTube
Playing online games
Surfing other websites
Volume 11 - Issue 56
/ August 2022
203
https://www.amazoniainvestiga.info ISSN 2322- 6307
Once Figure 3 was observed in detail, it was
figured out that social media platforms received
the highest share (25 %) which was not
surprising considering their users globally.
Additionally, playing online games followed
social media platforms in terms of popularity
among participants with a 15 % popularity rate.
Spending time on YouTube and surfing other
websites were placed as 3rd and 4th in terms of
popularity. The former one`s percentage was 13
%, while the latter one`s percentage is 12 %.
Watching movies was the 5th one with a 11 %
rate. Final point to consider was that calling or
texting through traditional telecommunication
service providers, online shopping, reading
books online and following news did not appeal
to many participants as their percentage was 10
or less as a single unit. It is important to note that
YouTube was written as a single item in this
study rather than merging it with other social
media platforms.
The rationale to classify YouTube in this way
was that YouTube has been the second most
visited website in the world after Google, so the
researcher wanted to measure its popularity as a
single entity.
Table 2.
Students` opinion on their habits related to mobile phone use
ITEMS
Mean
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
%
f
%
f
%
f
%
f
%
f
1. Whenever I get up, I
am inclined to grab my
mobile phone.
4,48
68 %
34
20 %
10
6 %
3
4 %
2
2 %
1
2. I cannot imagine a day
without using my mobile
phone.
4,92
92 %
46
8 %
4
0 %
0
0 %
0
0 %
0
3. I can keep the balance
between studying in my
room and using the
mobile. phone to surf.
1,86
10 %
5
8 %
4
0 %
0
22 %
11
60
30
4. If am close enough to
my mobile phone, I
cannot study for more
than 30 minutes
3,06
34 %
17
18 %
9
0 %
0
16 %
8
32
16
5. My mobile phone helps
me to expand my
knowledge.
5
100 %
50
0 %
0
0 %
0
0 %
0
0 %
0
6. The disadvantages of
my mobile phone
outweigh the advantages.
4,24
52 %
26
32 %
16
8 %
4
4 %
2
2 %
2
7. My GPA can be higher
if I limit my mobile phone
use.
4,56
56 %
28
44 %
22
0 %
0
0 %
0
0 %
0
8. I have concrete plans to
use the mobile phone less
in the following days.
4,7
70 %
35
30 %
15
0 %
0
0 %
0
0 %
0
9. Joining some social
activities can be helpful to
reduce the adverse effects
of this bad habit.
5
100 %
50
0 %
0
0 %
0
0 %
0
0 %
0
The participants responded to 9 questions to
pinpoint their genuine opinions on mobile phone
use.
Once item 1 was analyzed about grabbing the
mobile phone as soon as waking up, the mean
score was recorded as 4,48 which was quite
significant. 34 (% 68) and 10 (% 20) students
clicked on strongly agree and agree option
204
www.amazoniainvestiga.info ISSN 2322- 6307
respectively. However, only 3 (% 6) students
chose neutral. Likewise, only 2 (%4) and 1 (% 2)
students choose disagree respectively.
Considering these figures, it can be suggested
that the participants` inclination to hold their
mobile phones after waking up is quite
significant.
When item 2 which was related to spending a
mobile phone-free day was analyzed, the mean
score was recorded as 4,92 which was highly
significant. 46 (92 %) students opt in strongly
agree, while 4 (8 %) students chose agree option.
On the other hand, no student chose neutral,
disagree or strongly disagree option. It can be
concluded that students had very strong bonds
with their mobile phones.
When item 3 which was about balancing between
self-study and surf the internet was analyzed in
detail, it was observed that the mean score was
1,86. Only 5 (10 %) students chose strongly
agree. Likewise, only 4 (8 %) students chose
agree option. On the other hand, no student opted
in neutral option. The most noticeable points in
this item were related to disagree or strongly
disagree which were chosen by 11 (30 %) and 22
(60 %) students respectively. These figures
uncover that students were not satisfied with their
will to make a distinction between studying and
surfing the internet.
When item 4 which was related to the duration of
studying was examined, the mean score was
noted as 3,06. 17 (34 %) students chose strongly
agree, while 9 (18 %) students chose agree
option. Additionally, no student chose neutral.
However, 8 (16 %) students chose disagree,
while 16 (32 %) students chose strongly disagree
option. Considering these figures, it displays that
their motivation decreases when they are close
enough to touch their mobile phones.
Once item 5 which was about expanding the
knowledge was investigated in detail, the mean
score was recorded as 5. All students opted in
strongly agree option which meant that mobile
phones helped them to enrich their knowledge in
general.
Once item 6 which was related to choosing a side
between disadvantages and advantages of mobile
phones, the mean score was 4,24. More than half
of the students (52 %) chose strongly agree,
while more than a quarter of the students (32 %)
chose agree option. However, only 4 (8 %)
students chose neutral. Additionally, only 2
students (4 %) chose disagree or strongly
disagree option respectively. These figures can
be contemplated as a sign of taking side with the
disadvantages. A higher proportion of the
students held the opinion that the disadvantages
of the mobile phones are more than the
advantages.
Once item 7 which was related to the estimation
of GPA if mobile phone use is curbed was
analyzed in detail, the mean score was recorded
as 4,56. It was observed once more that more
than half of the students (56 %) chose strongly
agree option and more than 40 percent (44 %) of
the students chose agree option. No student opted
in neutral, disagree or strongly disagree option.
These data show that students` opinion is to
increase their GPA if they devise some novel
strategies to reduce the amount of time with their
mobile phones.
Once item 8 was analyzed in detail, it was noticed
that students had concrete plans to reduce mobile
phone use in the near future. All students opted
in either strongly agree (70 %) or agree option
(30 %). These figures illustrate that students are
aware of the issue which poses may problems in
their social and academic lives and they are
planning to take action soon.
Once item 9 was analyzed in detail, all students
had positive views on joining some social
activities which can be doing sport, joining some
clubs, hanging out with family members or
friends. It shows that joining some activities can
be of greatest importance to alleviate the effects
of mobile phone use in students` lives.
Considering all items, it can be concluded that
students cannot make a distinction between
studying and spending time through their mobile
phones. However, they are optimistic about
coming to a resolution soon. They reiterated that
they know how to kick this habit with some clear
plans.
Interview
The participants were interviewed one on one to
get their genuine opinions on their mobile phone
use. Once the data were collected, they were
classified in 3 groups which were food and drink,
household items and people. Thus, the analysis
could be completed as early as possible.
Table 3 illustrates the categories, examples of
simile, frequency and percentage. Students bore
some resemblance to these items or people while
describing their relationship with their mobile
phones.
Volume 11 - Issue 56
/ August 2022
205
https://www.amazoniainvestiga.info ISSN 2322- 6307
Table 3.
Classification of Simile Examples
Categories
Frequency
%
1. Food & Drink
water, tea, coffee, alcohol, cigarette,
coke, mineral water
16
32
2. Household Items
window cleaner, key, hanger, light bulb,
ladder, fan, iron, bin, laundry basket,
sink, lantern, bookcase, sofa, door
14
28
3. People
best friend, mother, father, grandparents,
siblings, teacher, cousin
20
40
When the categories and frequency were
analyzed in detail through Table 3, it was seen
that students chose some people (40 %) to
describe their relationship with their mobile
phones. Later, food & drink (32) and household
items (28) followed it. It can be suggested that
students` bonds with their loved ones are
unbreakable as their mobile phones. Some
students` opinions can be seen below to get a
clear image about this connection:
Food and Drink: My mobile phone is like water
for me. Water is regarded as the source of life.
Our body cannot function properly if the amount
of water we drink is less than expected. Likewise,
my mobile phone is the source of life for me. I
quench the thirst for knowledge when I research
on the internet with my mobile phone. (Student
7)
My mobile phone is like tea for me. I cannot
imagine breakfast without drinking tea.
Likewise, I cannot spend a day without my
mobile phone. (Student 9)
My mobile phone is like coffee for me. I need
coffee to start my day in an awaken way.
Likewise, I need my mobile phone to feel awaken
while scanning the latest news on well-known
websites. I feel shocked, irritated, amazed or
amused while checking the daily news, so this
news helps me a lot in order not to be sleepy
anymore. (Student 13)
My mobile phone is like drinking alcohol. I know
that drinking alcohol can lead to chronic diseases
such as liver disease, heart attack or digestive
problems in the long run. Likewise, I know that
I can be more sociable if I reduce the amount of
time I spend through my mobile phone. (Student
16)
My mobile is like coke for me. Although I know
that there are many negative impacts of drinking
it, I cannot do nothing but to drink it regularly.
Likewise, I am quite sure that there are adverse
effects of using the mobile phone. However, I
can channel my attention to other activities. I
spend at least 5 hours on the internet with my
mobile phone. (Student 19)
My mobile phone is like mineral water for me.
When I drink mineral water, it helps me to digest
the food I eat easily. Likewise, my favorite
activity is following the latest issue of Reader`s
Digest magazine with my mobile phone. This
magazine helps me to absorb and digest large
amounts of content. (Student 21)
My mobile phone is like smoking cigarette for
me. Although I know that smoking kills people
gradually, I cannot quit this bad habit. Likewise,
I spend so much time on the internet instead of
studying for my upcoming exams. (Student 24)
Household Items: My mobile phone is like a
window cleaner. Window cleaners are so
functional at houses or in offices. We use them to
remove dirt from the window. Likewise, my
mobile phone helps me to see a brighter image.
Thus, I can go further to access to reliable
information on the internet through my mobile
phone. I can eliminate fake news from the real
ones because I can access to different news
channels by one click. (Student 26)
My mobile phone is like a key for me. I need the
key to lock or unlock the doors. Likewise, I need
my mobile phone to unlock my full potential. I
will exploit all means to expand my knowledge
on the internet through my mobile phone.
(Student 29)
My mobile phone is like a hanger for me. I use
my hanger to reserve my clothes in the closet
once needed. Likewise, I take notes on my phone
to read again as a reference in the future. I also
save some websites to access to information later
again if the needs arise. (Student 32)
My mobile phone is like a light bulb for me. A
light bulb ensures that my room is bright enough
206
www.amazoniainvestiga.info ISSN 2322- 6307
to study, chat or play some games. It facilitates
our lives to complete our daily routine activities
during daytime or at night. Likewise, my mobile
phone illuminates my world. Once I learn novel
information through my mobile phone, I assume
that a brighter future is waiting for me.
Additionally, it does not matter to be in the
morning or evening. I can access to any websites
for 24 hours through my mobile phone. (Student
33)
My mobile phone is like a ladder for me. I use the
ladder to hang curtains, paint the wall or trim the
peach trees in my garden. Likewise, my mobile
phone helps me to access to trustable information
step by step. In the past, people used to reach
news through newspapers, but now I can check
the accuracy through numerous websites which
offer online news. Additionally, I can learn
different languages in a graded way through my
mobile phone. (Student 34)
My mobile phone is like a fan. I take advantage
of a fan at home to cool, so I can feel more
relaxed. Likewise, I use my mobile phone to read
funny stories and relax after an exhausting day.
My mobile phone helps me to break the
monotony and feel relaxed. Additionally, I feel
cool when I have an opportunity to go online.
(Student 36)
My mobile phone is like an iron for me. I use my
iron to make my clothes flat and smooth, so they
will seem better. Likewise, I use my mobile
phone to refine my knowledge. I research a lot
before making a presentation in class in front of
my friends and the instructor. This endeavor is so
crucial, otherwise, I can address my presentation
with full of deceptive information. (Student 37)
My mobile phone is like a bin. I use the dustbin
to throw rubbish. Likewise, I use my mobile
phone to delete unrelated or unnecessary items.
Thus, I can reach the most updated information
and concentrate on relevant information rather
than focusing on out of date one. (Student 39)
My mobile phone is like a laundry basket for me.
I use my laundry basket to keep dirty clothes
before washing or take washed clothes to the
clothesline. Likewise, I use my mobile phone to
collect information in one point and transfer it to
other fields once the need arises. (Student 40)
My mobile phone is like a sink. I use the sink to
wash my hands and face or brush my teeth by
running water which helps me to be more
hygienic. Likewise, I use my mobile phone to
distinguish fake news from the real one, so I can
reach the refined information. (Student 41)
My mobile phone is like a lantern for me. I use
the lantern to light the room once power is off, so
I will not be in a dark place. Likewise, I use my
mobile phone to shed light on my way. I learn
how to overcome my stress and be optimistic
when I go online. In addition, I can increase my
knowledge via my mobile phone. I see that a
brilliant future lies for me if I have a chance to go
online by my mobile phone. (Student 42)
My mobile phone is like a bookcase for me. I use
the bookcase to read and be more
knowledgeable. Likewise, I can download
countless books and read on my phone. My
phone is a real treasure for me to reach the latest
books in an online format. (Student 43)
My mobile phone is like a sofa in the living room.
The sofa has an irreplaceable place in the living
room. Likewise, my mobile phone is
indispensable for me. I cannot envision a life
without my mobile phone as no one can imagine
a living room without a sofa. (Student 45)
My mobile phone is like a door for me. The
door`s function is to protect the house against
theft. It also welcomes people to show the
interior design of the house. Likewise, my mobile
phone helps me to take measures against theft
and open new opportunities in my life. (Student
46)
People: My mobile phone is like one of my best
friends. My best friend supports me whenever I
need his assistance. We also travel, hang out and
study together. Likewise, my mobile phone is
more than a device for me. It helps me to relieve
stress, boost my learning, revise my
presentations and find the cheapest hotels before
travelling. My mobile phone is a great
companion like one of my best friends. (Student
10)
My mobile phone is like my mother. My mom is
so precious for me because she does her best to
secure my life and nurture my mental health.
Likewise, my bonds with my mobile phone are
so strong. My mobile phone helps me for the
betterment of my lifestyle, so I will be capable of
finding solutions and leading a happy lifestyle.
(Student 11)
My mobile phone is like my father. My father has
an irreplaceable place in my life. I need his
support, affection and guidance as long as I live.
Likewise, my mobile phone is indispensable in
Volume 11 - Issue 56
/ August 2022
207
https://www.amazoniainvestiga.info ISSN 2322- 6307
my life. I can take advantage of my mobile phone
in many ways according to my needs. (Student
12)
My mobile phone is like grandparents for me. My
grandparents pass on their knowledge to me
whenever they have a chance. Likewise, my
mobile phone is a great source for me to learn
valuable lessons, so I will not repeat the same
mistakes. My life is trouble-free thanks to
learning precious lessons with my mobile phone.
(Student 47)
My mobile phone is like my siblings. My siblings
encourage me to sharpen my skills. Likewise, my
mobile phone helps me master many skills such
as cooking, learning languages, installing
programs, learning how to play instruments.
(Student 48)
My mobile phone is like my teacher. My teacher
is so knowledgeable to inspire us. Likewise, my
mobile phone has millions of websites to learn
and get inspired. (Student 49)
My mobile phone is like my cousin. I get on well
with my cousin because we have so many
common points. Likewise, my mobile phone is a
great means to play online games, order food and
drinks or book a hotel. It facilitates my life to be
more sociable. (Student 50)
Conclusions
In this study, LPS students` attitudes towards
their mobile phone use were explored in detail
through a questionnaire, a survey and an
interview. Considering the collected and
synthesized data, some interpretations can be
made.
The first noticeable point was that excessive
mobile phone use was quite noticeable which
was 70 % at the weekend. It was in line with
previous studies (Liu et al., 2020; Shoukat, 2019)
which argue that mobile phone consumption of
adults increases when they do not have
responsibilities to join lessons or work. Another
significant point was that social media platforms
received much more attention than any other
online activities thanks to their popular features
such as watching videos, doing online shopping,
sharing photos or earning money as stated by Sun
and Zhang (2021) in previous studies. In other
words, social media platforms were ahead of
playing online games, reading e-books, watching
movies or spending time on YouTube (Yildiz,
2020). Additionally, many students were aware
of the problem posed by the internet, so they had
set a clear guideline to reduce the amount of time
by channeling their energy on different activities
such as joining a club, doing sport, hanging out
with family members and friends. They stated
that their well-being and academic success will
be far better if they eliminate internet addiction
from their lives. Moreover, they referred to the
food and drink, loved ones and household items
to describe their relationship with their mobile
phones. It can be suggested that the students have
strong bonds with their loved ones. Furthermore,
their will to change this negative cycle was
promising although they had set aside more than
enough time for mobile phone use recently. In
other words, they were hopeful to reduce daily
usage by taking part in different activities to
socialize.
Some recommendations can be made for further
studies. This study included students` mobile
phone usage with similes. Other forms of
figurative language can be integrated to illustrate
the points more clearly. Additionally, students`
exam scores and their mobile phone use can be
compared to pinpoint whether there is a
correlation between their mobile phone use and
academic success in general. Finally, only food
and drink, household items and people were
categorized as a form of simile. Electronic
devices, means of transportation, sources of
energy can be included in further studies. Finally,
only 50 students who have been studying in LPS
of the students were included in this study. More
students who have been studying at different
stages of the university can be considered as
participants in further studies to welcome larger
segments from different stages of the university
Bibliographic references
Baker, W. M., Lusk, E. J., & Neuhauser, K. L.
(2012). On the use of cell phones and other
devices in the classroom: Evidence from a
survey of faculty and students. Journal of
Education for Business, 87(5), 275–289. doi:
10.1080/08832323.2011.622814
Beneito, P., & Vicente-Chirivella, Ó. (2022).
Banning mobile phones in schools: evidence
from regional-level policies in Spain.
Applied Economic Analysis, 30(9).
Byrne, J., & Humble, Á. M. (2007). An
introduction to mixed method research.
Atlantic research centre for family-work
issues, 1, 1-4.
Celik, B., Bilgin, R., & Yildiz, Y. (2022a). An
evaluation of positive and negative aspects of
educational games: a case study in Erbil
Brayaty Primary School. International
208
www.amazoniainvestiga.info ISSN 2322- 6307
Journal of Social Sciences & Educational
Studies, 9(1), 227-243.
Celik, B., Darici, N., Yildiz, Y., & Yucedal, H.
M. (2022b). Psychological Effects of Online
Education during Covid 19 Process on
Students: Tishk International University
Case. Canadian Journal of Educational and
Social Studies, 2(2), 55–69.
https://doi.org/10.53103/cjess.v2i2.31
Chóliz, M. (2010). Mobile phone addiction: a
point of issue. Addiction, 105(2), 373-374.
Daskan, A., & Yildiz, Y. (2020). Blended
Learning: A Potential Approach to Promote
Learning Outcomes. International Journal of
Social Sciences & Educational Studies, 7(4),
103-108.
Fishman, E. (2021). Teaching Students to
Translate Poetry. The Reading Teacher,
75(1), 119–123. doi: 10.1002/trtr.1997
Goswami, V., & Singh, D. R. (2016). Impact of
mobile phone addiction on adolescent’s life:
A literature review. International journal of
home science, 2(1), 69-74.
Hussain, A., Hashim, N. L., Nordin, N., &
Tahir, H. M. (2013). A metric-based
evaluation model for applications on mobile
phones. Journal of Information and
Communication Technology, 12, 55-71.
Ismail, M., Fadhil, I. A., Hanoon, J. A., &
Murhesh, J. K. (2022). Does Smartphone
Addiction Affect Social Interaction among
Families in Baghdad City? Global Journal of
Public Health Medicine, 4(2), 690-697.
Kara, S. (2020). Letting Smartphones at Class
Times: Does It Matter in Learning Process?
International Journal of Social Sciences &
Educational Studies, 7(1), 78-87.
Kates, A. W., Wu, H., & Coryn, C. L. (2018).
The effects of mobile phone use on academic
performance: A meta-analysis. Computers &
Education, 127, 107-112.
Leem, J., & Sung, E. (2019). Teachers' beliefs
and technology acceptance concerning smart
mobile devices for SMART education in
South Korea. British Journal of Educational
Technology, 50(2), 601-613.
Liu, X., Luo, Y., Liu, Z. Z., Yang, Y., Liu, J., &
Jia, C. X. (2020). Prolonged mobile phone
use is associated with poor academic
performance in adolescents.
Cyberpsychology, Behavior, and Social
Networking, 23(5), 303-311.
McCoy, B. (2013). Digital distractions in the
classroom: Student classroom use of digital
devices for non-class related purposes.
Journal of Media Education, 4(4), 5–14.
Retrieved from
http://digitalcommons.unl.edu/journalismfac
pub/71
Morgan, K. (2012). The Pros & Cons of Cell
Phone Usage in College. Seattle. Retrieved
from: http://education.seattlepi.com/pros-
cons-cell-phone-usage-college-1578.html
Mostafa, S. A., & Ahmad, I. A. (2018). Recent
developments in systematic sampling: a
review. Journal of Statistical Theory and
Practice, 12(2), 290-310.
O'Bannon, B. W., Waters, S., Lubke, J., Cady, J.
& Rearden, K. (2017) Teachers and Students
Poised to Use Mobile Phones in the
Classroom, Computers in the Schools, 34(3),
125-141, DOI:
10.1080/07380569.2017.1347454
Park, W. K. (2005). Mobile phone addiction. In
Mobile communications (pp. 253-272).
London: Springer.
Quimí, J., & Alexandra, J. (2022). Face-to-face
vs online learning advantages and
disadvantages (Master's thesis), La Libertad:
Universidad Estatal Península de Santa
Elena.
Şenel, M. (2016). Exploring ELT Students’
Perception of Mobile Phone through
Figurative Language. Sakarya University
Journal of Education, 6(2), 9-25.
Shoukat, S. (2019). Cell phone addiction and
psychological and physiological health in
adolescents. EXCLI Journal, 18, 47.
Statista. (2022, March 2). Smartphone sales
worldwide.
https://www.statista.com/statistics/263437/gl
obal-smartphone-sales-to-end-users-since-
2007/
Smith, M. L., Spence, R., & Rashid, A. T. (2011).
Mobile phones and expanding human
capabilities. Information Technologies &
International Development, 7(3), pp-77.
Sullivan, T., Slater, B., Phan, J., Tan, A., &
Davis, J. (2019). M-learning: Exploring
mobile technologies for secondary and
primary school science inquiry. Teaching
Science, 65(1), 13–16.
Sun, Y., & Zhang, Y. (2021). A review of
theories and models applied in studies of
social media addiction and implications for
future research. Addictive Behaviors, 114,
106699.
Thomas, K., O’Bannon, B., & Bolton, N. (2013).
Cell phones in the classroom: Teachers’
perspectives of inclusion, benefts, and
barriers. Computers in the Schools, 30(4),
295–308.
https://doi.org/10.1080/07380569.2013.8446
37
Tian, L., Shi, J., & Yang, Z. (2009). Why does
half the world's population have a mobile
phone? An examination of consumers'
attitudes toward mobile phones.
Volume 11 - Issue 56
/ August 2022
209
https://www.amazoniainvestiga.info ISSN 2322- 6307
CyberPsychology & Behavior, 12(5),
513-516.
Tindell, D. & Bohlander, R. (2011). The use and
abuse of cell phones and text messaging in the
classroom: A survey of college students.
College Teaching, (60), 1-9.
Wei, R. (2008). Motivations for using the mobile
phone for mass communications and
entertainment. Telematics and Informatics,
25(1), 36-46.
Wexler, N. (2019). How classroom technology is
holding students back. MIT Technology
Review. Retrieved January 23, 2020 from
https://www.technologyreview.com/s/61489
3/classroom-techn ology-holding-students-
back-edtech-kids-education
Yildiz, Y. (2019). EFL learners’ needs in
preparatory schools and supplementary
techniques to improve their language
proficiency. International Journal of
Academic Research in Business and Social
Sciences, 9(1), 586-596.
Yildiz, Y. (2020). Reading habit and its role on
students’ academic success at language
preparatory school: A research on Tishk
International University preparatory school
students. Amazonia Investiga, 9(27),
189-194.
https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y. (2021). Teaching English as a foreign
language to 4th grade students by using
technology. Canadian Journal of Language
and Literature Studies, 1(2), 38-54.