The Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners

Authors

DOI:

https://doi.org/10.26817/16925777.823

Keywords:

technology, mobile phones, motivation, reading activities, EFL

Abstract

This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.

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Author Biography

Roger Segura Arias, Universidad Nacional de Costa Rica

is an academic in ​​foreign languages ​​and tourism at the Universidad Nacional de Costa Rica, Brunca Regional Headquarters, Pérez Zeledón Campus. He holds a Bachelor's Degree in Teaching English from the National University, a Licentiate’s Degree in Teaching English from the Universidad Latina, a Licentiate’s Degree in Applied Linguistics in English Teaching from the National University, a Master's Degree in Educational Sciences with an emphasis on Teaching at the San Isidro Labrador International University and a master's degree in Applied Linguistics with an emphasis on English for Specific Purposes from the School of Literature and Language Sciences, National University. His research areas are the use of technology in the English classroom, reflexive teaching and learning, and curricular design in foreign languages

References

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https://doi.org/10.19173/irrodl.v11i1.794

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Published

2021-06-23

How to Cite

Segura Arias, R. (2021). The Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners. GIST – Education and Learning Research Journal, (22), 7–19. https://doi.org/10.26817/16925777.823