From particular to popular: Facilitating EFL mobile-supported cooperative reading

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This paper reports the results of an action research-based study that adapted a mobile-supported cooperative reading system into regular English as a foreign language (EFL) classes at one Taiwanese elementary school. The current study was comprised of two stages: adaptation and evaluation. During the adaptation stage, a mobile-supported cooperative EFL reading (MCER) system-chosen because of a report about its effects on enhancing the development of young EFL learners' reading abilities (Lan, Sung, & Chang, 2009)-was tailored to be integrated into a regular elementary EFL curriculum based on the suggestions of experienced elementary EFL teachers. During the evaluation stage, an EFL class learned reading via the support given by the MCER system; quantitative and qualitative data were collected and analyzed to evaluate the effects of the adapted reading system on young EFL learners' reading abilities. The results revealed that the adaptation and use of the MCER system was successful and that it might facilitate the acquisition of reading abilities by young learners if used within EFL classes around the entire school.

Original languageEnglish
Pages (from-to)23-38
Number of pages16
JournalLanguage Learning and Technology
Volume17
Issue number3
Publication statusPublished - 2013 Oct 16

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Curricula
ability
evaluation
action research
foreign language
elementary school
Reading Ability
curriculum
teacher
school
Evaluation
EFL Learners
Regular

Keywords

  • Early reading
  • English as a foreign language (EFL)
  • Mobile assisted language learning (MALL)
  • Mobile-supported cooperative learning (MSCL)

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

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abstract = "This paper reports the results of an action research-based study that adapted a mobile-supported cooperative reading system into regular English as a foreign language (EFL) classes at one Taiwanese elementary school. The current study was comprised of two stages: adaptation and evaluation. During the adaptation stage, a mobile-supported cooperative EFL reading (MCER) system-chosen because of a report about its effects on enhancing the development of young EFL learners' reading abilities (Lan, Sung, & Chang, 2009)-was tailored to be integrated into a regular elementary EFL curriculum based on the suggestions of experienced elementary EFL teachers. During the evaluation stage, an EFL class learned reading via the support given by the MCER system; quantitative and qualitative data were collected and analyzed to evaluate the effects of the adapted reading system on young EFL learners' reading abilities. The results revealed that the adaptation and use of the MCER system was successful and that it might facilitate the acquisition of reading abilities by young learners if used within EFL classes around the entire school.",
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N2 - This paper reports the results of an action research-based study that adapted a mobile-supported cooperative reading system into regular English as a foreign language (EFL) classes at one Taiwanese elementary school. The current study was comprised of two stages: adaptation and evaluation. During the adaptation stage, a mobile-supported cooperative EFL reading (MCER) system-chosen because of a report about its effects on enhancing the development of young EFL learners' reading abilities (Lan, Sung, & Chang, 2009)-was tailored to be integrated into a regular elementary EFL curriculum based on the suggestions of experienced elementary EFL teachers. During the evaluation stage, an EFL class learned reading via the support given by the MCER system; quantitative and qualitative data were collected and analyzed to evaluate the effects of the adapted reading system on young EFL learners' reading abilities. The results revealed that the adaptation and use of the MCER system was successful and that it might facilitate the acquisition of reading abilities by young learners if used within EFL classes around the entire school.

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