Digital Detox in the Classroom: Exploring Its Impact on Student Engagement and Communication in ESL Settings in a Military University in Vietnam
DOI:
https://doi.org/10.17507/jltr.1604.33Keywords:
digital detox, ESL learning, language retention, military education, technology dependenceAbstract
The increasing use of digital tools in English as a Second Language (ESL) education has transformed learning, yet excessive dependence may hinder language acquisition, spontaneous communication, and long-term retention. This study examines the impact of a structured digital detox on student engagement and linguistic performance in an ESL classroom at military university in Vietnam. Using an action research approach, 64 military ESL students participated in a 12-week intervention involving classroom observation, instructor interviews, focus groups, and pre-and post-intervention assessments. Results indicate that reducing digital reliance enhances focus, verbal fluency, and critical thinking. While students initially struggled, they showed improved confidence, participation, and retention of vocabulary and grammar. However, challenges such as adaptation difficulties and the need for supplementary learning support were noted. This study highlights the benefits of a balanced technology approach in ESL learning, particularly in military settings. It offers pedagogical recommendations for integrating structured digital detox strategies to optimize language acquisition. Findings contribute to broader discussions on digital dependency in education, emphasizing fostering interactive, technology-conscious learning environments.
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