Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading
Theory and Practice in Language Studies
; 12(9):1838-1847, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2040516
ABSTRACT
-Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.
Linguistics; Teaching; Research; Language; Gender differences; Pedagogy; Smartphones; Young adults; Reading preferences; E-books; Adult learning; Electronic book readers; Student attitudes; Questionnaires; Researchers; English as a second language learning; English as a second language; University students; Distance learning; Chinese languages; Attitudes; COVID-19; Cellular telephones; Second language reading; Reading programs; Reading comprehension; Online instruction; Technology Acceptance Model; Mobile phones; Education; Variance analysis; China
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Theory and Practice in Language Studies
Year:
2022
Document Type:
Article
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