Effectiveness of Repeated Reading Aloud Tasks through a Smart Phone on Academic Achievement and Attitude of EFL College Learners
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The goal of this study is to examine the effectiveness of repeated reading aloud tasks through a smart phone on academic achievement as well as college learners’ attitude for EFL English learning. For the purpose of this study, 45 students participated. All participants were EFL college students taking a required English course. The groups were divided into two groups; the smart phone assisted repeated reading aloud group (SARRG) and the traditional repeated reading aloud group (TRRG). Participants in SARRG (n=24) were asked to read text passages and send to the instructor what they recorded using a smart phone, whereas those in TRRG (n=21) only read the text passages for fifteen weeks. The participants were required to take general reading comprehension pre and post-tests in order to examine students’ academic achievement. Each group was also divided into two groups according to the reading comprehension pre-test score to examine if the learners’ score level affects the improvement of their academic achievement. Participants were also surveyed pre and post-attitude questionnaires to investigate the change of students’ learning attitude. The findings revealed that SARRG showed significant improvements in terms of academic achievement, while TRRG did not. Especially, the low score level group for TRRG did not show any significant improvement. The questionnaire results revealed that smart phone assisted repeated reading aloud tasks positively influenced EFL learners’ learning motivation, interest and active participation in English learning.
Abstract
The goal of this study is to examine the effectiveness of repeated reading aloud tasks through a smart phone on academic achievement as well as college learners’ attitude for EFL English learning. For the purpose of this study, 45 students participated. All participants were EFL college students taking a required English course. The groups were divided into two groups; the smart phone assisted repeated reading aloud group (SARRG) and the traditional repeated reading aloud group (TRRG). Participants in SARRG (n=24) were asked to read text passages and send to the instructor what they recorded using a smart phone, whereas those in TRRG (n=21) only read the text passages for fifteen weeks. The participants were required to take general reading comprehension pre and post-tests in order to examine students’ academic achievement. Each group was also divided into two groups according to the reading comprehension pre-test score to examine if the learners’ score level affects the improvement of their academic achievement. Participants were also surveyed pre and post-attitude questionnaires to investigate the change of students’ learning attitude. The findings revealed that SARRG showed significant improvements in terms of academic achievement, while TRRG did not. Especially, the low score level group for TRRG did not show any significant improvement. The questionnaire results revealed that smart phone assisted repeated reading aloud tasks positively influenced EFL learners’ learning motivation, interest and active participation in English learning.
참고문헌 (23)
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