The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia

Abstract

Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O'malley & Chamot, 1990;Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this end, a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL), was administered to 32 students to measure their reading strategy use mediated by smartphones in EFL reading context. The data analysis revealed moderate averages (60%) of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies) among EFL undergraduates in EFL reading context. Consequently, these results may restrain the improvement of LA in virtual learning environments, mostly teacherless platforms, where learners need to have these strategies to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. It is recommended that LA be improved through a strategy use instruction mediated by smartphones in EFL reading context.

Realizing Learner Autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices

“…Feryok (2013) concluded that neither a complete absence nor complete teacher guidance but little teacher-scaffolding was necessary to make learners autonomous. Alzubi & Singh (2017) also showed that learners prefer to use social strategies as they might feel better and confident working with others.…”

Professional Development of Pakistani EFL Teachers and the Culture of Learner Autonomy

“…Many studies have been conducted conducted to investigate the readiness of the EFL teachers towards LA in various contexts, whereas most of them showed the reluctance of teachers towards adopting the strategies of foreign language teaching and learning to enhance autonomy among the learners. Studies conducted in different countries by Joshi (2011), Yan (2012), Feryok (2013) and Alzubi & Singh (2017), clearly identified the great and valuable importance of the EFL teachers in developing LA. According to them, a learner can never be autonomous unless the language teachers take initiative or start reinforcing the practices of autonomy.…”

“…Though, the need for the teacher and the guidance of the teacher was still considered important to put them on the track, as they were to be guided in the whole process either about the selection of the resources or about monitoring their own performance. Alzubi & Singh (2017), also concluded from their research that the learners felt more confident and motivated with the presence and notifying involvement and interference of the teachers in the learning process.…”

Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies

“…This portability of digital technologies permits more flexible learning approaches since gives both teachers and students access to multiple sources of information and outside of the classroom where learning is considered genuine and more effective (Nikolopoulou & Kousloglou, 2019;Nikolopoulou, 2019). A number of studies has been conducted on the use of smartphones and tablets in higher education (Crompton & Burke, 2018;Welsh & France, 2011;Chen & deNoyelles, 2013;Litchfieldetal., 2007;Hossain & ZabedAhmed, 2016;Alzubi & Singh, 2017;Hendersonetal. ;Santos, Bocheco, Habak, 2018;Sevillano-García & Vázquez-Cano, 2015).…”

“…Finally, almost 90% of the respondents were interested in downloading applications for academic usage (Hossain & Zabed Ahmed, 2016). A very recent study (2016-2017), conducted by Alzubi and Singh (2017) at the University of Najran, Saudi Arabia, investigated the enhancement of autonomous learning using foreign language learning strategies (English) in collaboration with smart mobile devices. Concerning students' views on the use of smartphones, the findings suggest that some applications could assist in autonomous learning of reading skills, such as the camera, dictionaries, internet use and communication, reading, notes etc.…”