Teacher-Guided IFP Use in Smartphone-Restricted EFL Classrooms
Keywords:
Interactive Flat Panel; EFL classroom; smartphone restriction; digital learning; student engagement; critical thinkingAbstract
This study explored the use of Interactive Flat Panel (IFP) as a teacher-guided digital learning medium in smartphone-restricted English as a Foreign Language (EFL) classroom. The study was conducted in eight Grade XI classes involving 266 students at a public senior high school in Indonesia, where students were not allowed to bring personal smartphones due to concerns about distraction, reduced learning focus, and dependence on artificial intelligence tools for instant answers. This situation created a pedagogical need for controlled digital learning that supported interaction without allowing uncontrolled gadget use. Using a descriptive qualitative case study approach, data were collected through six classroom observations, field notes, teacher reflection, and students’ open-ended responses. The study examined how the English teacher integrated IFP into classroom activities, including listening practice through Natural Reader, conversational exposure through YouTube videos, and interactive exercises through Quizizz, Wordwall, Educaplay, and other digital platforms. The findings indicated that IFP use helped maintain students’ attention, increased classroom participation, supported multimodal language exposure, and encouraged students to respond, discuss, and think more critically during learning activities. The study also showed that IFP functioned not merely as a display tool, but as a controlled digital learning environment that bridged technology restriction and interactive language learning. Therefore, teacher-guided IFP use offered a practical strategy for promoting focused, inclusive, and engaging EFL instruction in smartphone-restricted school contexts.
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