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.
Highlights
English as a foreign language (EFL) students in China attach great importance to the improvement of English reading ability
For the students whose English reading marks are below 170, there was no significant difference in terms of reading self-efficacy in the dimension of advanced reading skills and reading task skills
Students who have used the app are more confident in the dimension of basic reading skills, applied reading skills and overall reading skills
Summary
English as a foreign language (EFL) students in China attach great importance to the improvement of English reading ability. A significant way of language input, occupies an irreplaceable role in the process of language learning, as English reading skill is the cornerstone of other basic skills such as writing, translation and listening (Lu, 2018). The reading process for EFL students is multifaceted and complicated. Students’ reading performance differs greatly for various reasons. Among the factors resulting in individual differences in reading, the influence of emotional factors should not be ignored (Lu, 2018) and self-efficacy is a repeatedly mentioned word in the field of foreign language learning. It is obvious that the level of English self-efficacy is a very important indicator of students’ reading ability
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