shima Torabzade; Zohre Mohamadi Zenouzagh
Abstract
AbstractRecent developments in mobile technologies are exerting considerable influence on the students’ daily lives and their educational practices. In this regard, mobile assisted reading in language education is gaining increased attention. Within these lines on inquiry, the current study investigated ...
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AbstractRecent developments in mobile technologies are exerting considerable influence on the students’ daily lives and their educational practices. In this regard, mobile assisted reading in language education is gaining increased attention. Within these lines on inquiry, the current study investigated foreign language reading anxiety in mobile learning environment. The data were collected from 50 Iranian EFL learners, divided into control and experimental groups. The participants in the control group were given the reading materials on paper and used traditional materials, while the control group used mobile devices to read the assigned texts. Both groups participated in reading comprehension tests before and after the treatment. The findings revealed that mobile assisted reading in English contributed significantly to anxiety reduction among the learners, nevertheless, its impacts on comprehension were insignificant. The findings have some implications for teaching EFL reading, and contributes to growing body of knowledge in mobile assisted reading.
