Mobile Phones, Motivation, and Margins: Investigating Mobile Phone Overuse among High School Students in English Language Classes at Oued Dahab High School, Oujda, Morocco

Abstract

    Mobile phone ownership has surged among Moroccan adolescents, transforming classroom dynamics. In non–high-stakes English learning contexts, teachers increasingly report that students use phones during lessons often for gaming reducing engagement and learning focus. This study investigated the prevalence, patterns, and predictors of mobile phone overuse among secondary students during English classes at Oued Dahab High School, Oujda. Employing a pragmatic sequential explanatory mixed-methods design, quantitative data were collected from 65 students using an adapted Mobile Phone Addiction Scale (MPAS-Morocco) and a Classroom Engagement Survey, complemented by structured classroom observations and interviews with 18 students and 8 teachers. Findings revealed that 72% of participants used phones daily in class, primarily for gaming (58%). Mobile phone addiction showed a strong negative correlation with classroom engagement and was more prevalent among professional stream students. Regression analysis indicated that addiction levels, perceived exam relevance, and career relevance explained nearly half of the variance in engagement. These results highlight how digital distraction interacts with motivational and curricular factors in Moroccan EFL contexts. Addressing mobile phone overuse requires integrating relevance-based curriculum reform, teacher digital management strategies, and contextualized policy interventions.