On the Impact of Using Mobile Applications on Reading Comprehension Achievement and Attitude of Engineering ESP Student

Hassandokht Narenji, Behzad; Torki, Roohollah; Saed, Maliheh; Sabzikaran, Nahid

doi:10.22034/jespp.2024.217671

On the Impact of Using Mobile Applications on Reading Comprehension Achievement and Attitude of Engineering ESP Student

Document Type : Original Article

Authors

Behzad Hassandokht Narenji ¹

Roohollah Torki ²

Maliheh Saed ³

Nahid Sabzikaran ⁴

¹ Department of English Literature and Applied Linguistic, Faculty of Human Sciences, Semnan University, Semnan, Iran

² Department of Foreign Languages, Faculty of Basic Sciences, Air Defence Khatam-ol-Anbia University, Tehran, Iran

³ Department of English Language, Faculty of Foreign Languages, Roudehen Branch, Islamic Azad University, Roudehen, Iran

⁴ Department of English Language, Faculty of Management and Accounting, Qazvin Branch,Islamic Azad University, Qazvin, Iran

10.22034/jespp.2024.217671

Abstract

The purpose of this study was to investigate the impact of mobile applications on the reading comprehension achievement and attitude of Iranian engineering students. To achieve this goal, a group of freshman and sophomore students of chemical engineering, materials science and metallurgy engineering from Semnan University in Iran were selected to participate in this study. The study utilized a pre and post-test multiple-choice reading comprehension assessment, as well as two mobile applications, over a six-week period. Paired-samples t-test results (t(69) = 5.57, p = .000) demonstrated a higher mean score in the post-test in comparison to the pre-test, and most participants expressed a positive attitude (62 / 70, 88.57 %) toward using mobile applications. Additionally, a significant relationship (r(68) = .308, p = .01) was found between the amount of time spent using the applications and the participants' reading comprehension achievement. The study highlights the potential of mobile-based learning and applications to support English language learning and teaching. As a result, this research could serve as a catalyst for English language education policymakers and curriculum designers to encourage teachers and learners to incorporate new educational tools and allocate sufficient class time for technology-based instruction.

Keywords

Iranian engineering students

mobile applications

mobile learning

reading comprehension achievement