An Experimental Study On Applying Mobile Learning In Senior High School English Reading Teaching

At present,the world has entered the mobile information age.The new generation of mobile communication technology represented by 5 G technology will enable people to live,work and study in a new era of comprehensive connectivity.In the education industry,The National Program of Medium-and long-term Education Reform(2010-2020)clearly proposes to accelerate the process of educational informatization in China,improve the modernization level of educational content and methods in China,encourage the development of digital campus,and train students' ability to study independently relying on mobile networks and devices.The new developments of mobile information technology and educational reform policy have brought new opportunities to the teaching of English reading in China's high schools.The cultivation of English reading ability of high school students in China has been restricted by the language environment for a long time,and the input of understandable and effective language is insufficient.Students' autonomous learning potential has not been fully developed.Relevant studies show that improving high school students' autonomous learning ability in English reading,making full use of their fragmented time and increasing language input are the key to improving their English reading level,while mobile learning has its unique advantages in these areas.It is in this context that the author applies mobile learning to high school English reading teaching in order to improve high school students' English reading ability.The theoretical basis of this study is informal learning theory,autonomous learning theory and second language acquisition theory.The research instruments of this study include tests,questionnaire method and interview,combining quantitative analysis with qualitative analysis,to explore the application effect of mobile learning in high school English reading and its teaching enlightenment.The subjects of this study are two parallel classes taught by the author in the second year of Zhangbei No.1 high school,Zhangjiakou City.One of them is identified as an experimental class,in which the teaching experiment of mobile learning is conducted;the other is the control class,in which the traditional teaching method of English reading was adopted.The research questions of this study are as follows: 1.what is the impact of mobile learning on high school students' English autonomous learning ability in English reading? 2.What is the impact of mobile learning on high school students' English reading scores?The results of the experiment,which lasted for nearly 4 months,showed that,in the five measurement dimensions of English autonomous learning ability in English reading,the experimental class students' abilities to autonomous plan English learning goals,make learning plan,adopt learning methods and evaluate learning outcome were significantly increased,but their ability of self-monitoring learning process is limited,failing to achieve statistical significance.Also,the English reading ability of the students in the experimental class with mobile learning mode was significantly improved and reached a statistical significance.The teaching implications of this study are,during the implementation of mobile learning to English reading teaching in senior high school,teachers' work must be done well in every links of it,including preview before class,communication in class and consolidation after class.Teaching design should be the optimized to provide high quality teaching resources for the students.With good organization,the students' ability of the self-monitoring learning process must be improved and their ability of autonomic learning and good habits of study must be enhanced and cultivated.