Efl Students' Perceptions of Whatsapp and Its Potential Benefits in Elt Practicum

Dweikat, Khaled Abdel Jaleel

doi:10.5281/zenodo.2582899

Cited by 1 publication

(1 citation statement)

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“…Although some researchers (Cheng & Kim, 2019;Zou & Li, 2015;Zou & Yan, 2014) concentrate on smartphone use in their studies, they investigate general usage of phone apps in language learning and report learners' optimistic beliefs in the advantages mobile learning will bring to EFL learning (Chen, 2015;Chiang, 2020;Zou & Yan, 2014). Besides, there is a gap in research on learners' attitudes toward smartphone usage in EFL reading (Cheon et al, 2012;Dweikat, 2019). According to Kocaarslan (2016), a positive attitude can predict higher achievement in reading comprehension; however, in mobile reading literature, EFL learners' attitudes towards smartphone-based reading remain unknown.…”

Section: Introductionmentioning

confidence: 99%

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

Tian¹,

Samat²,

Zainal³

2022

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Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

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