A Preliminary Study on Taiwanese EFL Adolescents' Perceptions of Mobile-Assisted Post-Reading Tasks

Abstract

The present study investigated EFL adolescents' perceptions of mobile-assisted post-reading tasks. Five group-based post-reading tasks were implemented succeeding the participants' reading of science-related assigned books in a ten-week mobile-assisted reading program. A questionnaire was administered after the participants carried out a post-reading task to survey their perceptions of the post-reading tasks and their preferred types of post-reading tasks. Learning journals were also collected to gain more insights. Finally, semi-structured interviews were conducted with nine participants to triangulate the data. It was found that the participants consistently rated the five-post-reading tasks highly and preferred discussion the most. It was also revealed that the post-reading tasks helped increase the participants' dedication to the reading program and facilitated learner collaboration.