Academic English Reading in a Mobile Vs Computer-Assisted Program: Promoting University Students’ Reading Self-Efficacy

Modern mobile devices, even though appropriate for reading, have not yet been applied to promote language learners' reading self-efficacy. The aim of the current study was to address this gap in literature by investigating the effects of using smartphones and laptops on adult English learners' English reading self-efficacy perceptions. Two intact classes taught by a same English professor were recruited to participate in a ten-week online reading program. One class was assigned to the mobile group reading their assignments on their smartphones, the PC group, reading theirs on their laptops. During the online academic reading classes, each class dedicated ۲ hours every week for in class reading instruction. The data collected using reading self-efficacy scale and learning journals of students (N=۳۰). Analysis of covariance (ANCOVA) results demonstrated that the smartphone group showed greater self-efficacy promotion than their laptop counterparts. Likewise, qualitative analysis of learning journals found a greater appreciation by the smartphone group. Furthermore, the findings suggest that students may redefine their identities as a result of new learning experiences such as technology-based instruction.

کلیدواژه ها:

Technology ، Self-belief ، Education ، University Students ، Learning Experience