The Influence of Screen Time on Academic Achievement of EFL Students: A Study in Two Saudi Universities

Abstract

The rapid development of technology in recent decades has led to the younger generation relying heavily on electronic devices. However, many people are increasingly concerned that the rise in screen time could negatively affect young learners’ ability to learn. Therefore, this study measures the level of screen time activity among Saudi EFL students in both non-recreational and recreational contexts, assesses their academic productivity, and explores the relationship between active screen time and academic performance. A questionnaire based on the Likert Scale was distributed to 116 Saudi EFL students at Qassim University to collect data. Additionally, ten semi-structured interviews were conducted with undergraduate students at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) to provide context for the findings. Results showed that Saudi EFL students were “highly exposed” to screen activities on social media for non-recreational purposes (M=3.55), and moderately exposed for recreational use (M=3.34). The students also achieved satisfactory academic performance (M=3.45). Finally, the study reported a moderate correlation (r = 0.53) between students’ screen time and their academic performance. The study recommends moderation, as excessive screen time might harm students’ academic success. Educators are advised to assist students in maintaining a balanced relationship with technology, provide them with appropriate resources, and offer support for learning.