Mobile-assisted Language learning to enhance L2 reading comprehension: a selection of implementation studies between 2012–2017

Frumuselu, Anca Daniela; Curell, Hortènsia

doi:10.1080/10494820.2020.1813179

Cited by 39 publications

(33 citation statements)

References 3 publications

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“…Reading skills in one's mother tongue are generally developed in the early stages of childhood. However, learning to read in a foreign language brings new challenges and requires different insights, so reading as a skill in English as Foreign Language (EFL) is still being researched [1][2][3][4][5][6]. Traditionally, reading together and listening are considered receptive skills, rather than being connected to speaking and writing as productive skills, but more recent research has studied the relationship of reading to different skills, most importantly the correlation between reading and writing [7,8].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Nowadays, there has been a tendency to investigate MALL mainly in the area of vocabulary [22,23], but most recently, it has extended to listening and the implementation of podcasts [24,25]. However, when it comes to reading, research is limited, as identified by very few research studies for the years of 2012-2017 [5]. Electronic tools, such as SMS, tablets, electronic textbooks, Kindle devices, WhatsApp, or other apps, were explored.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Importantly, research showed higher learning outcomes of students in rural schools using e-books versus printed books [32]. Other areas of research included the impact of iPads on reading [33][34][35], as well as the use of mobile/smartphones for reading comprehension [5,21].…”

Section: Literature Reviewmentioning

confidence: 99%

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Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

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Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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“…Many of these studies have been focused on EFL reading, addressing the difficulties confronting EFL learners in reading comprehension and ways of improving their reading performance, in particular considering the unique nature of EFL teaching and learning in Saudi Arabia. A point of interest arising in the literature is the broad agreement that CALL systems can be useful in improving the reading skills of EFL learners in Saudi universities (Alharbi, 2018;Alshenqeeti & Alrahaili, 2020;Gutiérrez-Colón, Frumuselu, & Curell, 2020;Khan, Ibrahim, Kassim, & Khan, 2019;Khojah & Thomas, 2021). Khojah and Thomas (2021) have noted that over the last decade there has been increasing interest in the use of technology-mediated task-based language teaching (TBLT) in the Middle East.…”

Section: Literature Reviewmentioning

confidence: 99%

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

Omar

Alluqmani

2021

JLLS

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Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15-20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through insessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in EFL reading instruction.

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“…This is also true to the research efforts that addressed the digital learning applications to the development of the reading comprehension skill. This body of research, with its breadth and width, has especially highlighted the unique usefulness of CALL systems in leveraging reading comprehension among the EFL university learners in Saudi Arabia [36][37][38][39][40].…”

Section: Literature Reviewmentioning

confidence: 99%

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

Omar¹,

Hussein²,

Alalwi³

2021

IJACSA

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Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.

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Mobile-assisted Language learning to enhance L2 reading comprehension: a selection of implementation studies between 2012–2017

Cited by 39 publications

References 3 publications

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

A computer-based model to improve the performance of struggling EFL readers in lifelong and continuous learning programs in Saudi universities

A Computer-Assisted Collaborative Reading Model to Improve Reading Fluency of EFL Learners in Continuous Learning Programs in Saudi Universities

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