Examining Students' Disposition Towards Smart  Phone ‎technology in Teaching Writing Skills in Secondary Schools in Ikere Local Government Area, Ekiti State, Nigeria

This study aimed to investigate the role of smartphones in teaching writing skills
‎among secondary school students in Ikere Local Government Area. The research
‎focused on four key areas: students' attitudes, perceptions, and preferences toward
‎smartphone use in writing instruction, the influence of smartphones on their writing
‎processes and outcomes, the challenges and implications of integrating smartphones
‎into writing instruction, and strategies educators can employ to leverage smartphone
‎technology effectively. The study utilized a descriptive survey research design, with
‎a self-structured questionnaire administered to 150 secondary school students. The
‎data were analyzed using descriptive statistics, including mean scores and
‎percentages. The study found that secondary school students in Ikere Local
‎Government Area generally have positive attitudes toward using smartphones to
‎enhance their writing skills. A majority of students reported that smartphones
‎improve their writing organization, speed, and confidence. However, challenges such
‎as distractions, technical issues, and over-reliance on autocorrect tools were also
‎identified. Students expressed a preference for structured guidance from teachers and
‎a balanced integration of smartphones with traditional writing methods. They
‎emphasized the importance of educator support in maximizing the effectiveness of
‎smartphones for academic tasks. Additionally, students acknowledged the potential
‎benefits of smartphone apps for planning, outlining, editing, and collaborating on
‎writing tasks. The study also highlighted that students would benefit from digital
‎literacy training and responsible smartphone use to ensure that these tools enhance,
‎rather than hinder, their writing development.