A Study Of Senior High School Students' English Reading Behaviors In Mobile Learning Environment

In the process of foreign language learning,the improvement of reading comprehension ability is of vital importance.In the teaching of English reading in senior high school,because most teachers are under the pressure of college entrance examination and pay too much attention to students' scores,their teaching often focuses on the analysis of the word usage,grammatical structure and sentence structure of articles in English textbooks.This indoctrination-based teaching method of high school teachers leads to students' passive accepting of memory knowledge.There is not enough time and room for extensive thinking,except relying much on teachers.Students are not proactive in English reading and autonomous learning,which greatly limits the development of students' reading ability.However,the introducing of cultural background knowledge,which can have a far-reaching impact on improving students' reading ability in the long run,is usually ignored by the teachers due to the pressure caused by the required teaching content and the limited time of high school.This kind of one-way and passive reading teaching makes students bored,which is not conducive to enhancing their English reading proficiency.With the continuous development of modern science and technology,human society has entered an information age,and the field of learning has undergone renewal and transformation.In classroom teaching,the application of network and multimedia technology fully reflects their advantages in improving teaching effect.In personal learning,mobile learning and lifelong learning have become a reality through the platform of information resources networking and with the help of modern mobile devices,such as smart phones,tablets,etc.Mobile learning meets the needs of learning whenever and wherever possible.It is an autonomous learning mode which is free from time and space constraints and can meet the individual needs of learners.Reasonable mobile learning can bring students a different reading experience.Therefore,it is of great practical significance to think about and study the application of mobile learning in English reading learning.Based on informal learning theory,contextual learning theory and cognitive flexibility theory,this research explored senior high school students' English reading behavior in mobile learning environment by integrating quantitative analysis with qualitative analysis.In this study,80 senior high school students from two parallel classes in a middle school were selected as the research subjects.This research used mobile phones or tablets as mobile learning devices,Scallop Reading App as experimental platform,questionnaires and semi-structured interview as data collection instruments,pre-test and post-test comparisons of experimental group and controlled group,to analyze the features of senior high school students' English reading behavior in mobile learning environment.The purpose of this study is to answer four research questions: 1.What are the students' attitudes towards English reading learning in mobile learning environment? 2.What are the features of students' English reading learning in mobile learning environment? 3.What factors influence their learning process? 4.What is the effect of using mobile learning environment for English reading training?The results showed that students have a positive attitude towards English reading learning in mobile learning environment.The results of semi-structured interview and questionnaire also showed that English reading behavior of senior high students in mobile learning environment have many distinctive features.Firstly,in the mobile learning environment created by Scallop Reading App,students can enlarge their vocabulary and acquire a large amount of cultural background knowledge.Secondly,students' learning strategies have been effectively improved.They chose the English reading materials they are interested in to expand their reading range and read autonomously.Thirdly,students' learning activities show a high degree of flexibility.They can use fragmented time to have English reading learning,and their learning places are unrestricted.In addition,students respond to mobile English reading tasks immediately,acquire a variety of informal knowledge,and exchange information widely and freely which promote the interaction between students and students,students and teachers effectively.Finally,students grown up in information age can adapt well to mobile learning mode.Although students hold a positive attitude towards mobile learning,there are still some factors affecting their learning behavior.Students' incomplete understanding of the functions of App affects their learning effect.Besides,students lack self-control in the mobile learning environment and need proper supervision.In addition,students are weak in self-planning and cannot adjust their learning according to their learning tasks,which is also one of the factors affecting their mobile learning.According to the comparison of the pre-test and post-test results and the result of questionnaires,it can be concluded that English reading learning in mobile learning environment can stimulate students' interest in learning and effectively improve their English reading ability.On the basis of summarizing the results of the research,this thesis put forward some suggestions for senior high school students' English reading teaching.Firstly,in the context of the new curriculum reform,teachers should change their traditional teaching approaches to let their English reading teaching methods keep pace with the times.Mobile learning has become a new teaching mode.Teachers should actively think about its value and innovation.Secondly,teachers should be good at summarizing learning strategies in mobile learning environment and give timely suggestions to students,so as to improve students reading strategies,stimulate their enthusiasm for learning and enhance their comprehensive ability of language performance.Thirdly,teachers should ensure that students' mobile learning can be effectively guided and monitored,so that students can establish the awareness and confidence of autonomous learning,learn to use the learning resources around them scientifically,and not to be disturbed by other factors.Fourthly,students should use network communication platform reasonably.They can not only enable students to share English reading resources,but also interact with teachers and other students on reading-related issues.The last but not the least,in learning evaluation,teachers should timely give feedback and evaluation to students' mobile learning activities,so that they can know their present learning situation and future direction in time.It is hoped that the results of this thesis will enrich the application scope of English reading theory and the existing mobile learning practice,and provide a reference for the research of English reading teaching in senior high schools.