The Effect of Mobile Learning on Students' Reading Self-Efficacy: A Case Study of the App "English Liulishuo"

Autor/in	Liu, Mengna
Titel	The Effect of Mobile Learning on Students' Reading Self-Efficacy: A Case Study of the App "English Liulishuo"
Quelle	In: English Language Teaching, 13 (2020) 12, S.91-101 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Reading Skills; Computer Software; Self Efficacy; Telecommunications; Handheld Devices; Task Analysis; Teaching Methods; Learning Processes; Nonmajors; Student Attitudes; College Students; Case Studies; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Self-efficacy; Selbstwirksamkeit; Telekommunikationstechnik; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Collegestudent; Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht
Abstract	A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students' reading self-efficacy, i.e. whether the use of mobile learning can improve students' English reading self-efficacy. A questionnaire is employed to collect data from 294 non-English major students in universities. To survey the effect of mobile learning on students' reading self-efficacy, the data is accessed by the software SPSS 20.0. Results of independent T test demonstrate that for overall students, reading self-efficacy for students who have used the app is significantly different from those who haven't in overall reading skills and in the four dimensions of reading skills, i.e. basic reading skills, applied reading skills, reading task skills, and advanced reading skills. As for students with relatively better reading performance, the results are consistent. However, for students with relatively weak reading performance, the reading self-efficacy of students who have used the app only shows significant differences in overall reading skills and in the two dimensions of basic reading skills and applied reading skills, but shows no difference in the dimensions of reading task skills and advanced reading skills. Finally, practical suggestions for mobile learning and students' English reading are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01