Research And Practice On The Cultivation Of College Students’ English Reading Ability Based On Mobile Learning

The rapid development of information technology has greatly fostered the reform of teaching modes and learning styles, and mobile learning in particular, for its unique advantage, satisfies the learning demands of both teachers and students, which are updated all the time. English reading has always been seen as the most important and difficult part in the teaching and learning of English in colleges and universities, and accounts for a very high percentage of the total score in the CET4 and CET6 tests. With so much importance attached to English reading, the question of how to cultivate effectively students’English reading ability has become one of the major concerns in the filed of higher education. By using research methods including library research, questionnaires, interviews and action research, this research tries to find the result of the teaching and learning of College English Reading when mobile learning as a new learning style is used, so as to see if this new method can help to enhance students’English reading ability, and works out strategies of mobile learning, which may help those who are involved in English teaching and learning.This thesis consists of following four parts:The first part, made up of Chapter I and 2, states the source of the research subject, summarizes the research background, discusses the significance of the research, and explains the research methods employed. In addition, in this part, the author also introduces some theories that the research is based on, such as theories concerning mobile learning, life-long learning, second language acquisition.The second part, Chapter 3, describes the investigation by questionnaires and interviews and its results concerning mobile English reading of students in Nantong University, analyzes and explains the facts and problems with their current mobile English reading. This part prepares for the action research in the next part of the thesis.The third part is formed of Chapter 4 and 5. Chapter 4 deals with development of resources for mobile English reading class, practice flowchart as well as action research plan, and Chapter 5 gives a presentation of the design, implementation, reflection and conclusion of the three-round action research on the mobile learning in English reading class. The three-round action research takes the Chinese majors and Network engineer majors of Grade two as its subjects. After the first-round action research is conducted according to its initial research design and flowchart, the research is examined critically so that the second and third-round action research is carried out more scientifically. Research methods, such as questionnaires, interviews and tests are employed to assess practice results.The fourth part, Chapter 6, the concluding part of the thesis, draws a conclusion from the research, and also reflects on the defects of the research to give suggestions for similar researches to come.The following are the findings of the research:Firstly, it shows the various problems existing in students’learning of English reading, including poor English reading ability, teachers’ lack of knowledge about mobile learning, students’poor use of mobile learning in learning of English reading and unsuitable facilities.Secondly, it finds that mobile learning can not only help bring students’initiative and creativity to play, but also can help solve their problems, adjust their psychology and enhance their self confidence in English reading with its interaction platform.Finally, English reading strategies based on mobile learning mainly comprise the following:design resources according to learning a particular target on a given subject; adhere to user-oriented design and student-centered design of resources; combine lecturing with practice where questions of varying difficulty should be provided for students; Couple mobile learning of English reading with listening, writing and other extra-curriculum activities, so as to enhance students’ comprehensive English proficiency; and finally, apply modern education technology to promote the teaching of English reading and foster students’ initiative in their study.