This study used a mixed-methods approach to explore the impact of phubbing behavior on students' learning outcomes, specifically among English Language Teaching (ELT) students. The study involved thirty-three participants selected through purposive sampling, with data gathered through surveys and semi-structured interviews. Quantitative data were analyzed using SPSS to generate descriptive data, while qualitative data were analyzed through thematic analysis. The findings reveal that smartphones are valuable learning tools and contribute to significant academic distractions. Survey results indicate that 37.5% of students frequently check social media during lessons, while 31.3% browse unrelated
content, reducing their ability to concentrate and retain learning materials. Furthermore, 68.8% of respondents reported that teacher supervision helps them stay focused. Thematic analysis of interview responses supports these findings, highlighting that excessive smartphone use affects academic engagement and
disrupts social interactions, leading to feelings of neglect and disconnection among peers. This study highlights the importance of educational institutions enforcing
stricter smartphone regulations, enhancing digital literacy, and incorporating interactive teaching methods to reduce distractions and create a more conducive
learning environment. By fostering technological awareness and encouraging self-discipline, educators can support students in optimizing their academic
performance while minimizing the adverse impact of phubbing behavior.