Developing EFL Learner's Reading Comprehension through a Smartphone-Assisted Reading Program

Abstract

This study integrated a smartphone-assisted reading program into a college English class to develop English as a foreign language (EFL) learners’ reading comprehension. A class of 32 students in a Chinese college participated in the program. Reading exercises via smartphone applications were used as a complement to the intensive reading course. The study lasted approximately 14 weeks. Upon completion, all students completed an anonymous questionnaire about their perception of their learning experience, and five students were chosen at random for a semi-structured interview for detailed analysis. Results showed students generally accepted a mobile-assisted learning approach, but they did not form the habit of regular reading via smartphones. In addition, most students favored language learning applications over other platforms, and video was their preferred learning resource. Furthermore, the advantages and disadvantages of this learning approach were identified. With regard to the learning effect, most students agreed that this approach is was effective in improving increasing their learning interest, promoting their autonomous learning ability, and enhancing their reading proficiency.