Abstract
<p>This paper investigates the efficiency of using mobile technology in English as a Foreign Language (EFL) reading classroom of 30 male students at Preparatory Year, Najran University. Specifically, the study aims to explore the role of this new integrated method in enhancing the EFL learners’ reading practices. Integrating Freebody and Luke’s (1990) four resources model of reading practices within Mobile Assisted Language Learning (MALL), a mix-method research design was used in this study. The reading class was allowed and encouraged to implement specific mobile features and applications. A pretest was employed to construct the baseline data. During the treatment, WhatsApp group, self-reflection journals, posttest, and semi-structured interviews were used. The findings revealed that using mobile WhatsApp, online and offline dictionaries, mobile camera, online resources, and memos remarkably improved the participants’ code breaking practices and text participation practices; text using and text analyzing practices were slightly improved. Participants used the aforementioned tools and features to share images, photos of summaries and mind maps and to look up for new vocabulary, pronunciations and parts of speech. The study recommends further investigation on the effect of WhatsApp on writing practices.</p>
Highlights
Smartphones and internet users in Saudi Arabia as well as all over the world are glooming obviously day by day
To address the existing gaps in the previous research, this study investigates the use of mobile features and applications on English as a Foreign Language (EFL) reading practices
The triangulated data analysis of the self-reflection journals, WhatsApp group, and semi-structured interviews revealed that the participants used mobile features and applications for reading practices
Summary
Smartphones and internet users in Saudi Arabia as well as all over the world are glooming obviously day by day. Mobile Internet use across smartphone owners has increased to 84 percent in Saudi Arabia (CITC, 2013). This use urges the need for an obligatory change in the ways and attitudes of literacy practices in the country as the world is becoming more digital and communication-mediated by smart technologies. Saudi educational institutions like universities have seen a promising potential in promoting computer and mobile technology to meet the needs of e-learning and distance learning (Intisab) programs as well as to functionally serve in unstable situations especially in the southern region on the border with Yemen. The war circumstances have pushed Najran University to offer its students alternative choices including ane-learning Blackboard system as essential means of learning and communication for recorded and virtual classes, assignments and exams. Students take foundation courses including the English language program in which reading is an integral course of four hours a week
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
