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Weinan Peng*
Exploring English newspaper reading of
Chinese college English majors in mobile-
assisted language learning
https://doi.org/10.1515/jccall-2022-0035
Received December 30, 2022; accepted July 19, 2023; published online August 25, 2023
Abstract: With advances in mobile technology, mobile devices have been widely
applied in language learning. English newspaper reading apps are emerging lan-
guage learning tools for Chinese English majors. However, little has been published
on reading in mobile-assisted language learning (MALL) environments. Studies of
English newspaper reading are limited to the classroom environment. To explore
English newspaper reading in MALL, this study analysed the features of English
newspaper reading apps, usage patterns, and users’language learning strategies by
adopting both quantitative and qualitative methods. This research found that (1)
apps incorporating multimedia technology mainly provide vocabulary instruction.
Most English majors prefer English newspaper reading apps with explanations; (2)
Learners tend to use WeChat as the main reading platform instead of utilising apps in
combination; and (3) The most frequently used strategies by English majors are
affective strategies, while the least frequently used strategies are social strategies,
although most English newspaper reading apps support collaborative learning. The
study is expected to inspire the design of English newspaper reading apps and the
reform of the English newspaper reading course.
Keywords: English majors; English newspaper reading; language learning strategies;
mobile-assisted language learning
1 Introduction
In the era of 5G, mobile-assisted language learning (MALL) is on the cutting edge of
online language learning (Han & Gao, 2020). Mobile applications designed for out-of-
classroom language learning have been used on an unprecedented scale (Rosell-
Aguilar, 2017). While in-class practice is limited in time and place, mobile applica-
tions extend language learning beyond the classroom and learners can access online
*Corresponding author: Weinan Peng, Department of English, School of Foreign Languages, Soochow
University, Suzhou, P.R. China, E-mail: wnpeng@stu.suda.edu.cn. https://orcid.org/0000-0002-2874-578X
J. China Comput. Assist. Lang. Learn. 2024; 4(2): 247–270
Open Access. © 2023 the author(s), published by De Gruyter and FLTRP on behalf of BFSU. This
work is licensed under the Creative Commons Attribution 4.0 International License.
resources anytime and anywhere. These changes brought about by mobile tech-
nology require digital language learners to employ appropriate language learning
strategies (LLS) in this emerging context (Pawlak & Oxford, 2018; Zhou & Wei, 2018).
In the golden age of information, English newspapers are regarded as useful
materials for learning English. The latest news on various topics arouses students’
interest and boosts their vocabulary learning in an authentic context. In China,
English majors are required to take the English Newspaper Reading Course, where
students enhance their ability in text analysis, thinking and view-presenting
(Duanmu, 2006). As technology develops through leaps and bounds, out-of-classroom
English newspaper reading via mobile devices is available for most students, thus
extending their opportunities to read beyond textbooks.
However, there has been little analysis of this newly emerging form of language
learning in the context of mobile-assisted language learning. To address this gap, this
study focuses on the out-of-classroom mobile English newspaper reading of English
majors by approaching it from the perspective of both technology and language
learners. The features of English newspaper reading apps were evaluated to shed
light on the affordances they provide to language learning. Learners’usage patterns
of English newspaper reading apps were examined to understand what apps English
majors choose, how often they utilise the apps and what types of content they prefer.
It helps inform the design of language learning apps that are expected to be in tune
with the needs and preferences of learners. Learning strategies were also explored to
probe into the process of English newspaper reading in MALL. It is hoped that this
research will contribute to the improvement of newspaper reading applications, as
well as a deeper understanding of strategy usage in MALL.
2 Literature review
2.1 MALL
MALL is defined as ‘the use of smartphones and other mobile technologies in lan-
guage learning, especially in situations where portability and situated learning offer
specific advantages’(Kukulska-Hulme, 2018, p. 743). Its advantages boil down to the
following four aspects: the ubiquity of the device, mobility in time or space, indi-
vidualised experience and interaction and collaboration (Klopfer et al., 2002;
Kukulska-Hulme, 2009). Flexibility and portability allow learners to capitalise on
mobile devices in both formal and informal language learning settings (Kukulska-
Hulme, 2021). While a majority of studies have concentrated on the measurable
benefits gained from merging technology with classroom instruction, the self-
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initiated use of mobile phones for language learning is underexplored (Demouy et al.,
2016; Ma, 2016; Stockwell, 2013).
Up to now, several studies have confirmed the generally positive outcomes of
MALL (Burston, 2015; Burston & Giannakou, 2022; Chen & Jia, 2020; Elaish et al., 2019;
Hwang & Fu, 2019), particularly in vocabulary acquisition (Duman et al., 2015). In
contrast, reading and writing activities supported by mobile technology have not
been examined thoroughly (Chen & Jia, 2020; Hwang & Fu, 2019; Şad et al., 2022). For
example, featuring the functions of push mechanisms, subscription services and group
chatting, the social communication app WeChat has been integrated into English
reading courses (Jiang et al., 2016). It was found that WeChat provided a platform for
English majors to improve their reading abilities, as average scores and the highest
and lowest scores were raised in the post-test. However, the underlying promotive
factors in the process leading to improvement have not been explored. The evaluation
of technological affordances is needed to provide more evidence of how the design
of mobile applications supports language learning. Meanwhile, language learning
strategy is warranted to provide insights into the process of reading.
Few studies have evaluated language learning apps ina systematic way (Burston,
2014). Kim and Kwon (2012) analysed various Android and IOS applications for MALL
from the aspects of “content and design”,“L2 approaches”and “technology”.They
found that vocabulary apps constituted the majority of English as a Second Language
(ESL) apps and that there was a lack of opportunities for collaborative learning. Rosell-
Aguilar (2017) classified apps into three types, namely, apps designed for language
learning, apps not designed for but useful for language learning and a separate
category for dictionaries and translators. He also provided a framework for evaluating
language learning apps, consisting of four categories: language learning, pedagogy,
user experience and technology, each with several criteria. The study raised the
question of whether owning a mobile device means the competence to select and use
apps accordingly. Given the discrepancy between the instructional design of appli-
cations and the actual use of learners reported in previous research (Chwo et al., 2018;
Gao & Shen, 2021), it is essentialto survey when and how they utilise apps to studyan L2
in addition to the evaluation of apps from the technological perspective.
2.2 Language learning strategies in MALL
Language learning strategy is a notion close to learners’hearts. According to Rubin
(1975), strategy means ‘the techniques or devices which a learner may use to acquire
knowledge’(p. 43). To explore common features in previous definitions, Oxford
(2017) conducted a content-analytic study of the previous 33 definitions and provided
an encompassing definition of LLS. According to her, second language learning
Exploring English newspaper reading in MALL 249
strategies are complicated, dynamic actions and thoughts. Learners apply them in
specific contexts with consciousness so as to adjust factors like cognitive, affective
and social. Meanwhile, Oxford’s (1990) classification was regarded as superior and
comprehensive (Chamot, 2004). Strategies were divided into direct strategies
(memory, cognitive and compensation strategies) and indirect strategies (meta-
cognitive, affective and social strategies). The Inventory for Language Learning
(SILL), based on this classification, is still the most frequently used (Pawlak, 2021).
Given the importance of strategy in the language learning process, it is imperative
to investigate specificstrategy usage in the context of MALL, which is in need of further
research (Hwang & Fu, 2019). While studies have shown that students use cognitive and
metacognitive strategies to facilitate mobile language learning (García Botero et al.,
2019; Ma, 2017; Zhang & P ´
erez-Paredes, 2021), far too little attention has been paid to the
affective strategies used in self-directed language learning assisted by mobile tech-
nology (Lai et al., 2022). Different from the strategies utilised in teacher-led classrooms,
those in self-directed MALL by Chinese postgraduate students involve observable
satiation and emotion control strategies (Gao & Shen, 2021). Since technology was
regarded as a holistic concept in this study, what is not yet clear is strategy used in a
more concrete context, such as reading via mobile devices (Guti´
errez-Colón et al.,
2020). Auer (2014) investigated metacognitive and cognitive strategies employed by
seven Danish high school students in reading via iPad, as well as the technological
features that support strategy usage. According to Zhou and Wei (2018), reading
strategies in a technology-enhanced environment are scaffolded by “platform design
or software programming”(p. 474). Therefore, the affordances of English newspaper
reading apps will feed into the analysis of strategy usage in the mobile-assisted lan-
guage learning context. This study first evaluates the English newspaper reading apps
on which the language learning strategy questionnaire is based.
2.3 English newspaper reading
English newspaper reading and teaching can be traced to 1932, when the Newspapers
in Education (NIE) programme was sponsored in America. Newspapers were
introduced to the classroom as a type of “living textbook”. In Japan, Kitao (1995)
applied newspaper reading to ESL learning. A series of practical exercises was
designed to help comfortable English newspaper reading. In Malaysia, it was found
that students’vocabulary grew with good absorption after using English newspapers
as learning material for a full month (Parilia & Katemba, 2019).
As a global programme, NIE also has a profound impact on China. Wu (2013)
illustrated the successful application of NIE in China in the 21st Century,a
high-quality English newspaper designed for students. A handful of studies were
250 Peng
carried out to evaluate the feasibility of English newspaper reading in learning
English. Wei (2012) pointed out that resourcefulness, conciseness and multi-mode
make English newspapers a pivotal tool in English reading. The integration of English
newspaper reading and comprehensive English courses proved effective, as both
formative and summative performances showed good outcomes (Song et al., 2015).
However, Zhang (2018) criticised the fact that the print material in the course of
English newspaper reading is not updated enough, thus dampening students’
enthusiasm. In addition, through searching the CNKI (China National Knowledge
Infrastructure) database for CSSCI (Chinese Social Sciences Citation Index) papers, it
was found that studies about English newspapers have been sparse since 2017 and
the electronic version of English newspapers deserves further investigation.
The current study goes one step forward from the learners’perceptions and the
devices used in the learning process. As indicated in the above review, it is noticeable
that there is a dearth of studies on reading in MALL. One key contributor is that
reading material like books may not fit a small screen, mobile and time-fragmented
situation well (Duman et al., 2015; Lai & Zheng, 2018; Luo & Shi, 2022), thus failing to
attract the attention of researchers in MALL. However, the current English news-
paper in electronic version is a suitable material because of its appropriate length,
timeliness and edibility. However, studies of English newspaper reading are limited
to the teacher-led classroom, without considering the radical change brought about
by advancing mobile technology. To address this gap, this study aims to address the
following research questions (RQs):
RQ1: What are the features of English newspaper reading apps?
RQ2: What are the English majors’usage patterns of English newspaper reading
apps?
RQ3: What learning strategies do English majors use to read English newspapers in
the context of mobile-assisted language learning?
3 Methodology
3.1 Participants
The participants were 122 English majors from Chinese universities. Those who
lacked previous experience reading English newspapers in MALL were excluded.
The remaining participants (N=102) consisted of 17 males and 85 females. At the time
of the study, almost half of the participants were sophomores (21.6 %) or juniors
(23.5 %). Freshmen and seniors accounted for the same percentage of survey takers
(26.5 %). The remaining two were students in their fifth academic year.
Exploring English newspaper reading in MALL 251
The participants were chosen because several factors were at play. For one
thing, compulsory courses in English majors include intensive reading, extensive
reading and newspaper reading. Through these courses, students increase their
reading ability and learn some basic reading strategies from professional teachers,
thus paving the way for English reading in an informal environment. Furthermore,
English majors spend more time and energy learning English after class than their
counterparts, whether out of the teacher’s requirements or self-discipline. Mean-
while, mobile devices contain numerous apps that offer them colourful learning
resources. Therefore, they are considered to have more experience with technology-
based newspaper reading, an innovative way of learning English.
3.2 Instruments
A questionnaire was designed to explore the way students engaged with newspaper
reading apps and the learning strategies they utilised. The design of the strategy
questionnaire was based on Oxford’s Strategy Inventory Language Learning (SILL)
7.0, a version targeting ESL/EFL learners. Items were tailored to the specificities of
English newspaper reading apps that had already been fully evaluated. What’s more,
to ensure an accurate understanding of those items, questions and statements were
presented in Chinese, the native language of participants.
The questionnaire consisted of four sections. The first section contained par-
ticipants’basic information, i.e., gender and grade, and asked them to fill in the
blanks the English newspaper reading apps they used. The second section was
related to the way English majors interacted with reading apps, with items designed
based on Rosell-Aguilar (2018). The third section utilised a 5-point Likert scale of
learning strategies. Participants were asked to answer each statement with “never or
almost never true of me”(1 point), “usually not true of me”(2 points), “somewhat true
of me”(3 points), “usually true of me”(4 points) or “always or almost always true of
me”(5 points). The averages between 3.5 and 5.0 mean that the frequency of strategy
use reaches a high level. Strategies with averages between 2.5 and 3.49 were used at a
medium level. Averages below 2.5 represent a low frequency of strategy use. The
final section was an open-ended question asking the subjects to share their user
experiences or problems with English newspaper apps. This questionnaire had a
high Cronbach’s alpha value (0.889), indicating good reliability. The Kaiser–Meyer–
Olkin index was 0.784, higher than 0.6, and the pvalue of Bartlett’s test was less than
0.05, meaning that the data is suitable for factor analysis. With factor loadings from
0.432 to 0.84, six factors were extracted through principal component analysis,
explaining 73.669 % of the total variance of the 20 items (see Table 1). All of the
extraction communalities were higher than 0.5. In other words, the variables fit well
with the factor solution.
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Table :Descriptive statistics on English majors’strategy use in English newspaper reading (N=).
Categories Items Mean SD Cronbach α
(=.)
Factor
loadings
Cognitive
strategies
. I mark words and expressions or add
them to favourite
. . . .
. When I use English newspaper reading
apps, I take some notes
. . .
. I use words, phrases and sentences
acquired from English newspaper
reading apps
. . .
. I summarise the reading contents in
my hearts while reading
. . .
. I distinguish facts and opinions of the
author while reading
. . .
. I form my own opinions towards the
topic after reading
. . .
Memory
strategies
. I recite words by means of visual im-
ages and sounds
. . . .
. I make use of the vocabulary list or
other vocabulary-related function to
recite words
. . .
. I classify contents in favourite accord-
ing to topic to facilitate memory
. . .
. I review what I have learned during
English newspaper reading
. . .
Compensation
strategies
. When encountering unknown words
and complex sentences, I guess their
meaning based on context
. . . .
. When encountering unknown words
and complex sentences, I guess their
meaning based on structure
. . .
. When encountering unknown words
and complex sentences, I guess their
meaning based on background
information
. . .
Metacognitive
strategies
. I make plans to read English news-
paper via apps
. . . .
. I allow notification of English news-
paper reading apps or its function of
reminder
. . .
. I can focus on reading on paragraph
without distraction
. . .
Exploring English newspaper reading in MALL 253
3.3 Data collection
The first step was to evaluate mainstream English newspaper reading apps. Given
that learners adopt strategies based on the artefacts they own (Gao & Hu, 2020),
English newspaper reading apps were systematically reviewed to gain insight into
their features. The analysis was based on the evaluation framework proposed by
Rosell-Aguilar (2017).
Five apps were filtered by searching both iOS and Android App Store with the key
phrase “English newspaper reading”by March 2022. Downloads, rankings and views of
each article were used for selection, as they reflect popularity and representativeness.
English newspaper reading apps were categorised into two groups based on the tax-
onomy proposed by Rosell-Aguilar (2017). One group was reading apps designed for
learning English, such as Liuli Reading and Shanbay Reading, in which words and
expressions are explained by editors in some way. The other are apps not designed for
but useful to language learners. News is released on these apps without many anno-
tations, such as Sixth Tones, which offers content regarding contemporary China
through news reports. WeChat and Bilibili also belong to this category, which serves as
platforms that allow official accounts or uploaders to provide English newspaper
reading material. It should be noted that WeChat, as a multi-function platform sup-
porting communication and social networking, is widely used in the implementation
of MALL in China (Luo & Shi, 2022). All subjects were downloaded and reviewed
carefully. By comparing and contrasting, the major features of these apps were ob-
tained, thus laying the groundwork for the questionnaire design.
After the pilot study, an online questionnaire was distributed, and 122 responses
were collected. Among these participants, 20 students without any experience with
English newspaper reading apps were excluded. Therefore, 102 valid questionnaires
were finally received, and the response rate was 83.6 %.
Table :(continued)
Categories Items Mean SD Cronbach α
(=.)
Factor
loadings
Affective
strategies
. I have used various English news-
paper reading apps to increase interest
. . . .
. I prefer to English newspaper reading
apps whose layout is clear and concise
. . .
Social strategies . I share my feelings in the comment
section or the app-related WeChat group
. . . .
. I ask other users or teachers ques-
tions via WeChat after reading
. . .
254 Peng
After collection, three students (S1, S2 and S3) from different grades were
interviewed, since they expressed their willingness in the questionnaire. Each
interview lasted for 10–15 min. Participants were asked to explain their strategy
utilisation in detail and were encouraged to share their user experiences with En-
glish newspaper reading apps.
4 Results and discussions
4.1 RQ1: what are the features of English newspaper reading
apps?
As can be seen from the Appendix I, English newspaper reading apps mainly deal
with vocabulary instruction. The meaning of words and expressions is essential to
current text analysis, which is in the form of audio, video or just text. Conjugations,
collocations and example sentences are also supplemented. Students are able to
grasp the meaning of words in authentic texts and learn to use them. This finding is
consistent with that of Heil et al. (2016), who found that vocabulary instruction was
the main instructional focus. In addition, the problem of learning vocabulary in
isolated units is solved by using English newspaper reading apps. With regard to
technical support (see Appendix IV), the hover translation included in most apps is
convenient for users to consult for the meaning of words on mobile phones. The
floating window offers learners quick access to the entries of the dictionary, freeing
them from the technical constraints discussed in Lai and Zheng (2018). According to
their research, learners are limited to choosing laptops when tapping authentic
learning resources due to the ease of switching between windows when referring to
a dictionary. Apart from the hover translation, keywords can be highlighted and
added to favourites, and the review is scheduled automatically, greatly facilitating
vocabulary acquisition. In short, vocabulary can be well acquired by English
newspaper reading apps, as sufficient explanations, contexts and technological
support are provided.
In contrast, other aspects of language learning do not receive enough attention.
First, as shown in Appendix I, grammar instruction, if any, is limited to syntax
parsing. This is reasonable since mobile-assisted language learning is informal.
Given the constraints of time and attention span, grammar instruction is used to
foster understanding of the passage rather than to introduce related language points
systematically. Second, there is a lack of in-depth structural analysis. A mind map is
presented in the post-reading section to show the overall structure of the passage, but
detailed explanations for the paragraph structure are rarely involved. Lastly, topic-
Exploring English newspaper reading in MALL 255
related analysis accounts for only a small portion. Admittedly, improvements have
been found in previous reading apps studied by Kim and Kwon (2012), as background
information is available in the lead-in section. However, an insightful analysis of the
topic and content is generally lacking. In line with evidence from previous research
(Hwang & Fu, 2019), the cultivation of higher-order skills, such as critical thinking,
and interdisciplinary knowledge received scant attention in the MALL.
Another feature is the incorporation of multi-modality, which is manifested
from Appendix II. This accords with Huang’s (2021) finding that multimedia tech-
nology has been widely applied in foreign language teaching. When using English
newspaper reading apps, learners can read the text while listening to the audio file.
In apps such as Shanbay Reading, the paragraph is highlighted in sync with the
recording. Pictures are attached to articles and matched to the meaning of words,
thus visualising abstract concepts. A mind map is also utilised to illustrate the
structure of passages. What’s more, text editors often use video to supplement
background information, as it is a good combination of auditory and visual modality.
Interestingly, uploaders on Bilibili present the whole article and their analysis in the
form of video rather than merely regarding it as a supplement to the text analysis.
Print modality is also frequently employed, such as italics, bold and various colours.
Such a variety of modalities raises a higher requirement for layout design.
According to Appendix III, collaborative learning is now available in English
newspaper reading apps. Following the end of the text is the comment section, where
readers post a list of words and expressions they acquired and ask editors questions
about language learning. The WeChat group also provides the opportunity for
collaborative learning, just as Liuli Reading exemplifies. However, this feature has not
been described in previous studies. This may be explained by the fact that applications
are always updating and that previous apps may not support such a function.
4.2 RQ2: what are English majors’usage patterns of English
newspaper reading apps?
To investigate learners’usage patterns of English newspaper reading apps, answers
to what and how they read in the environment of MALL were obtained through a
questionnaire.
Participants were asked to choose apps or platforms they used to read English
newspapers. They were allowed to select one or more choices. According to Figure 1,
WeChat is by far the most popular, selected by 74.5 % of respondents. This was
followed by apps exclusively designed for English newspaper reading, which were
256 Peng
used by almost two-thirds of the participants (63.7 %). Bilibili and website sub-
scriptions are less frequently used as means to read English newspapers, with 31
(30.4 %) and 25 (24.5 %) users, respectively. Other apps include comprehensive lan-
guage learning apps, such as Kekenet, which occasionally provide articles from the
foreign press. Students also showed a preference for the use of WeChat, for example:
I’d like to read an English newspaper via WeChat. It’s much more convenient to read on a
frequently used app than to install a new app just for learning. (S3)
I download a lot of reading apps, but WeChat is used more frequently. When I check updates on
it, the push media reminds me to read some articles. (S1)
Figure 1: Apps used to read English newspapers.
Figure 2: Preferred types of text.
Exploring English newspaper reading in MALL 257
The selection of texts was also examined and categorised according to the different
academic stages of the students (see Figure 2). According to the data, almost half of
the users (52 %) read passages explained in detail (e.g., background information,
vocabulary or grammar). The original attracted only a handful of students, 10 % of all
participants. Neither freshmen nor sophomores showed preference in terms of the
elaboration of explanations, while students at higher academic stages preferred
detailed analysis.
During the interview, the juniors expressed the need for the analysis of long and
complicated sentences, while the sophomores were likelier to read the original. A
possible explanation for this might be that elementary learners require adequate
input in the target language. However, as students step into a higher stage, an
analysis may be required to facilitate understanding.
I prefer to read the text with annotation because some points in the English newspaper are too
complicated to understand. Annotations related to words or cultural backgroundsfacilitated my
understanding. I don’t need to stop reading to refer to other sources. (S1)
The above statement is as opposed to the statement below:
I think reading the original can improve my comprehension abilities. Notes are quite unnec-
essary, as some just explain the meaning in Chinese. (S3)
Students were also asked how often they read English newspapers via mobile devices
(see Figure 3). From the bar chart below, we can see that the majority of the survey
takers (76 out of 102, 75 %) read at least once a week. Among them, there were 12
consistent users, almost reading on a daily basis. Two-thirds of students who read
every 2 or 3 days are freshmen or seniors. In contrast, juniors reading weekly
outnumber students of other grades.
Figure 3: Frequency of the use of English newspaper reading apps.
258 Peng
4.3 RQ3: what learning strategies do English majors use to read
English newspapers in the context of MALL?
Regarding the language learning strategies used in English newspaper reading,
social strategies are the least used among English majors, while other strategies are
all used at a medium level. Generally, the willingness to engage in discussion is low
(M=2.34, SD=1.09) and only 17 % learners indicated “usually true of me”or “always
or almost always true of me”. In contrast, collaborative learning is now available in
most apps, as identified in the evaluation of apps. Additionally, a lack of common
topics was shown to lead to the least positive engagement in social communication
(Lai & Gu, 2011), while the concern does not exist in this context where learners
share the topic of authentic reading resources. In effect, disagreement can be
attributed to the following factors. For one thing, a lack of differentiation regarding
learners’proficiency levels is detrimental to the efficiency of communication. S3
reported that:
I used the app Liuli Reading. The app creates a chat group on WeChat for every 500 users. I find it
difficult to take part in discussions because people in the group from all walks of life have
different degrees of proficiency in English. Later, I tried Shanbay Reading. The target learners of
each passage are marked in that app and the comment section is set after the end of the text. It’s
more convenient for me to communicate with others and more beneficial to learn from people
whose English is at a similar level.
For another, poor management of the learning community discourages engagement.
This observation also matches that of Jing (2020), who reported that learners com-
plained of the management of the WeChat group and requested guidance from
educators. S2 held a negative attitude towards the WeChat group:
Group administrators usually organise an activity to raise our interest and upload learning
materials, but it’s really annoying to see their advertisement for the English learning courses of
the app. Administrators just raise questions related to the topic of daily reading, like a robot, but
seldom actually lead us to discuss the topic deeply.
Similarly, the results show a lack of interaction in asking questions (M=2.51,
SD=1.04), despite the fact that communication is convenient with almost no re-
strictions on time and place, with the benefit of mobile technology. Currently,
apps provide instant feedback on technological questions, while questions raised
in the process of reading are not paid much attention to, thus undermining
students’motivation. These results echo previous findings that learners do not
actively communicate with others in an out-of-classroom learning setting and
prefer to engage in social interaction oriented towards problem solving (Lai et al.,
2018).
Exploring English newspaper reading in MALL 259
Affective strategies were the most frequently used strategies in this question-
naire. Students expressed a strong preference for a clear and concise interface design
(M=3.68, SD=0.966). Positive emotions triggered by the design can make reading more
enjoyable. In addition, item 18 is concerned with the comprehensive use of apps. Its
mean value was above 3.0, indicating that students could utilise English newspaper
reading apps in combination to make the most of them. However, nineteen percent of
them only focused on one reading application.
Following the affective strategies are compensation strategies and cognitive
strategies. Functions of highlighting and adding to favourites (item 1) are used most
frequently among the 6 strategies (M=3.43, SD=0.99), while notetaking (item 2)
scores the lowest mean value (M=3.03, SD=1.16). This is due to the function of
marking or saving being available in the majority of reading apps, while only a few
apps, such as Shanbay Reading, support notetaking within the app. Interviewees
said they had to turn to other notetaking apps and cry for the incorporation of such
a function. Apart from language learning, students also ponder the topic of the
article (item 6), which is the second most frequently used (M=3.32, SD=0.89)
cognitive strategy. Summary (item 4) and fact-opinion differentiation (item 5) have
similar averages and standard deviations, indicating that summarising and critical
thinking occur at the same rate, but less than that of forming their own opinions on
the topic. Reading can naturally inspire feelings related to the topic, while efforts
need to be made to filter out key information and detect bias in the text by
considering complex background information.
Memory strategies are aimed at promoting the storage and retrieval of new
information. Most built associations with images and sounds to facilitate memory
(M=3.38, SD=0.90). This result is due to the multimodality feature of current English
newspaper reading apps, thus assisting students in remembering new words or
expressions. Word reciting comes next, with a mean value of 3.33, indicating that the
function of the vocabulary list is sometimes used in memorising. The result supports
that of Lai et al. (2018), who found that participants attach importance to vocabulary
when accessing technological resources oriented at instruction. Notably, the average
of classification and review of words are well below that of item one, with 2.95 and
2.81, respectively. When it comes to further classifying or reviewing what they have
learned, students are not as active as when they mark key points by just tapping the
screen.
260 Peng
As for metacognitive strategies, English majors with the habit of making plans or
allowing notifications from reading apps do not have an overall majority. Concen-
tration (item 16) is the most frequently used metacognitive strategy among English
majors, with a mean value of 3.26. Among them, over one-third (40 %) can ignore
distractors while reading since it is not demanding to pay attention to just one
paragraph. However, forty-one percent of students reported limited attention span
sometimes.
5 Conclusions
This research provides a specific picture of English newspaper reading via mobile
devices by adopting both quantitative and qualitative methods. It contributes to
our understanding of the learning process in the MALL context, as advocated in a
previous study (Loewen et al., 2019). Both technology and education were taken into
consideration, thus making the previous study on perceptions and ways of usage a
step further. The study found that meaning-based instruction, including vocabu-
lary and translation, is predominant in English newspaper reading apps. English
newspaper reading apps benefit users in that they can learn words and phrases in
an authentic environment rather than remember isolated word lists. However, few
apps analyse the text itself with a critical eye or guide readers to explore the
position and intention behind words, which are essential for cultivating the critical
thinking of English majors. The results also reveal that students tend to use an
already installed app rather than utilise English newspaper reading apps in com-
bination. Consequently, functions such as differentiation, for which users of
WeChat cry, may be found in another English newspaper reading app. Finally, the
most frequently used strategies among English majors are affective strategies,
while the least frequently used are collaborative strategies, even if most apps offer
opportunities for collaborative learning. There is a discrepancy between design
and actual use.
Therefore, the design of English newspapers should be modified in terms of
both technological affordance and guidance on collaborative learning. Technical
support within reading apps should be strengthened so that users no longer need
to access many apps in combination, just for functions such as notetaking and
discussion in the community. With regard to the design of content, by offering
Exploring English newspaper reading in MALL 261
profound analyses of insightful articles, apps can innovate their methods of in-
struction and allow users to learn beyond vocabulary acquisition. The findings of
this study also suggest that collaborative learning should be encouraged among the
same level of proficiency. In addition, community or group administrators can take
on the role of guiding topic-related discussions rather than uploading material.
Apart from technological problems, they are required to answer questions related
to language learning. In this way, collaborative learning in English newspaper
reading apps can move past the action of creating a group and turn towards high
engagement among learners. It collaborates with the ideas of Godwin-Jones (2011),
who argued that the limited degree of engagement in collaboration is partially
attributed to technical constraints but more to the design of developers. While
improvements in applications may take days or months, English majors are ex-
pected to be active users who can use learning strategies appropriately to facilitate
learning. Teachers can integrate English newspaper reading apps with the English
Publication Reading Course. Teachers can also create their own official accounts to
release their students’annotations of the article in an English newspaper to
stimulate students’enthusiasm. It is practical, since the operation of WeChat is
user-friendly, and its function is as powerful as other commercial English news-
paper reading apps.
This study is subject to the limitations of self-report data collected from ques-
tionnaires. Further research could adopt qualitative methodologies, such as think-
aloud and stimulus recall, to investigate the fluctuation of various learning strategies
in real time. In addition, this study focuses only on English majors’usage of English
newspaper reading apps. With the increasing number of non-English un-
dergraduates being exposed to this form of language learning, the impact of using
English newspaper reading apps among non-English majors could be explored in
future studies. Language learning strategy research in the context of MALL could be
carried out to determine the extent to which they are other-regulated, self-regulated
and co-regulated.
Acknowledgments: Thank the meticulous peer reviewers for their informative and
constructive comments. Special thanks go to English newspaper reading apps for
creating more opportunities to learn beyond classroom. I also owe my thanks to the
song, That’s Okay.
262 Peng
Appendix I:
Evaluation of English Newspaper Reading Apps (Category One: Language
Learning)
Dimensions Reading Listening Vocabulary Grammar Cultural info
Apps
Applications designed for language learning
Liuli Reading –English
–Bilingual
Audio of the text –Pronunciation
–Meaning (E-E)
–Collocations
–Synonyms
–Example sentences
Parsing –Lead-in
–Extended reading
Shanbay Reading –English
–Bilingual
Audio of the text –Pronunciation
–Meaning (E-C)
–Example sentencess
–Usage in writing
/ Annotation
Applications not designed for but useful for language learning
Sixth Tone English / / / Featuring stories
Subscriptions on WeChat
CHINADAILY English Audio of the text / / Lead-in
LearnAndRecord –English
–Bilingual
/ Meaning (E-C, E-E) / Lead-in
Intensive Reading of The Economist –English
–Bilingual
Audio of the text –Example sentences Parsing Lead-in
Daily reading of The Economist Bilingual Audio of the text Meaning (E-E) / Annotation
Uploaders on Bilibili
Exploring English newspaper reading in MALL 263
(continued)
Dimensions Reading Listening Vocabulary Grammar Cultural info
Apps
Quesmagique English Audio file Meaning (E-E) / Annotation
Knowing and Speaking English Audio file Meaning (E-C) Parsing Annotation
Zhahuoshe English Audio file Meaning (E-C) –Parsing Lead-in
264 Peng
Appendix II:
The Evaluation of English Newspaper Reading Apps
(Category Two: Pedagogy)
Dimensions Teaching Progress
track
Use of media Differentiation
Apps
Applications designed for language learning
Liuli Reading Voice
recording
+Images and
video
+
Shanbay Reading Annotation +Images +
Applications not designed for but useful for language learning
Sixth Tone / / Images and
video
/
Subscriptions on WeChat
CHINADAILY / / Images and
video
/
LearnAndRecord / / Images and
video
/
Intensive Reading of The
Economist
Annotation / Images and
video
/
Daily reading of The Economist / / Images /
Uploaders on Bilibili
Quesmagique Video
recording
/ Images and
video
/
Knowing and Speaking Video
recording
/ Images and
video
/
Zhahuoshe Video
recording
/ Images and
video
/
Exploring English newspaper reading in MALL 265
Appendix III:
Evaluation of English Newspaper Reading Apps
(Category Three: User Experience)
Dimensions Interaction Interactivity Price Advertising
Apps
Applications designed for language learning
Liuli Reading WeChat group Passive Paid +
Shanbay Reading Comment section Passive Free &
lite
version
+
Applications not designed for but useful for language learning
Sixth Tone / Active Free /
Subscriptions on WeChat
CHINADAILY Comment section Active Free +
LearnAndRecord Comment section Active Free +
Intensive Reading of The
Economist
Comment section Active Free +
Daily reading of The
Economist
Reflection Passive Free +
Uploaders on Bilibili
Quesmagique Comment section and bullet
screen
Active Free /
Knowing and Speaking Comment section and bullet
screen
Active Free /
Zhahuoshe Comment section and bullet
screen
Active Free /
266 Peng
Appendix IV:
Evaluation of English Newspaper Reading Apps
(Category Four: Technology)
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Exploring English newspaper reading in MALL 269
Bionote
Weinan Peng
Department of English, School of Foreign Languages, Soochow University, Suzhou, P.R. China
wnpeng@stu.suda.edu.cn
https://orcid.org/0000-0002-2874-578X
Weinan Peng is a postgraduate student in the Applied Linguistics program at the Department of English,
School of Foreign Languages, Soochow University, China. She has particular interest in mobile-assisted
language learning, self-regulated learning strategies, and educational technology.
270 Peng
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