Bridging the Digital–Linguistic Divide: Smartphone Use and English Language Engagement among Undergraduate Students in Nashik City

Abstract Smartphones have become a primary medium through which undergraduate students encounter English in their everyday lives; however, increased digital exposure does not necessarily result in effective language development. This study explores patterns of smartphone use and examines their relationship with English language engagement among 300 undergraduate students enrolled in arts, science, and commerce colleges in Nashik City, Maharashtra. A descriptive cross-sectional survey design was employed, and data were collected through a structured questionnaire measuring smartphone dependency indicators and modes of English language use. The analysis utilised descriptive statistics and simple correlation techniques. The findings indicate that while most students frequently engage with English through listening-based activities such as video viewing and social media interaction, participation in productive language practices including writing, sustained speaking, and academic reading remains comparatively limited. Higher levels of smartphone dependency were associated with reduced engagement in academic English activities, diminished reading habits, and lower classroom participation. The study identifies a digital–linguistic divide in which widespread technological access facilitates passive consumption of English rather than purposeful language production. The findings suggest that unguided smartphone use tends to reinforce receptive engagement at the expense of productive competence. The paper therefore argues for the adoption of TPACK-informed pedagogical approaches that enable teachers to channel students’ everyday digital practices toward structured, goal-oriented English language learning.