Title: A reading engagement-promoting strategy to facilitate EFL students' mobile learning achievement, behaviour and engagement

Authors: Mei-Rong Alice Chen; Gwo-Jen Hwang; Yi-Hsuan Lin; Victoria Abou-Khalil; Huiyong Li; Hiroaki Ogata

Addresses: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan ' Department of English Language and Literature, Chinese Culture University, Shilin, Taipei, Taiwan ' Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan ' Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan ' Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan

Abstract: Mobile learning (M-learning) refers to the use of mobile and wireless communication technologies to enable students to access learning materials in an interactive manner, regardless of location and time constraints. However, without a proper learning design or the provision of learning guidance, most students might fail to plan their learning schedule to effectively read and comprehend the learning materials on their own, which could significantly affect their learning engagement and outcomes. In this study, a Reading Engagement-Promotion Strategy (REPS) was proposed to tackle this issue. A quasi-experiment was designed to compare the students using the REPS approach and those using the conventional ones in terms of learning achievement, behaviours (i.e., frequency of use of markers, the number of words, and usage patterns), and engagement (i.e., time spent reading and learning). The results showed that the REPS approach could improve students' learning achievement and facilitate the high achievers' engagement.

Keywords: mobile learning; learning behaviour; learning engagement; learning analytics; learning achievement.

DOI: 10.1504/IJMLO.2022.125968

International Journal of Mobile Learning and Organisation, 2022 Vol.16 No.4, pp.489 - 506

Received: 31 Mar 2021
Accepted: 05 Jul 2021

Published online: 05 Oct 2022 *

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