Investigating Reading Learning Strategies through Smartphones on Saudi Learners' Psychological Autonomy in Reading Context

Autor/inn/en	Alzubi, Ali Abbas Falah; Singh, Manjet Kaur A/P Mehar; Hazaea, Abduljalil Nasr
Titel	Investigating Reading Learning Strategies through Smartphones on Saudi Learners' Psychological Autonomy in Reading Context
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Learning Strategies; Reading Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Telecommunications; Handheld Devices; Intervention; Self Efficacy; Positive Attitudes; Reading Strategies; Undergraduate Students; Learning Motivation; Information Seeking; Reading Achievement; Curriculum Design; Student Attitudes; Foreign Countries; Measures (Individuals); Saudi Arabia; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Self-efficacy; Selbstwirksamkeit; Reading strategy; Leselernstufe; Lesetechnik; Motivation for studies; Lernmotivation; Informationserschließung; Leseleistung; Lehrplangestaltung; Schülerverhalten; Ausland; Messdaten; Saudi-Arabien
Abstract	This study investigated the impact of reading learning strategies (RLS) mediated by smartphone features and applications on the learners' psychological autonomy in English as a foreign language (EFL) reading context among undergraduates in Saudi Arabia. A total of 70 male students in two intact reading classes participated in this study. A questionnaire was used to collect the quantitative data from the participants prior to and after an interventional programme. The findings of the study revealed that employment of RLS mediated by smartphone features and applications promoted the learners' psychologically autonomous features of motivation, self-efficacy, agency, positive attitudes, desire to seek information, need for achievement in EFL reading context. It is recommended that a training programme on strategy use through the technology of smartphones should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take charge of their own learning of EFL reading skills. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01