The Impact of Online Resources via Personal Devices on English-Majored Students’ Learning Practices
DOI:
https://doi.org/10.54855/ijli.24346Keywords:
personal technological devices, reading practice, online resources, perception, effects/impactsAbstract
This study examines the role of online resources accessed through personal technological devices in the learning practice of English-majored students. Eighty students were involved in this investigation; the author used a qualitative approach to analyze students' weekly news reports and semi-structured interviews. The findings indicate that the students have consistently used their smartphones and laptops for reading practice due to their leveled news content. Students perceived this practice positively, acknowledging its benefits for learning vocabulary, developing reading skills, and enhancing background knowledge. They reported improved vocabulary acquisition through word family and collocation learning, enhanced reading speed through skimming, and increased knowledge of current affairs. The study highlights the advantages of this practice, such as portability, convenience, and resource availability, while acknowledging minor drawbacks like note-taking difficulties. Other recommendations are class discussions, bonus marks to motivate the students, discipline, reading of specific topics, and construction of online learning platforms. Generally, this paper indicates that online resources and PTDs shall be helpful in enhancing the actual practice of reading in English-majored students.
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