Effects of IELTS reading education by using new media learning environments effectively

References

• Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. Seliger, & M. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67–103). Newbury House.
   Google Scholar
• Bekele, T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Educational Technology & Society, 13(2), 116–127. https://doi.org/10.12691/education-7-1-9
   Web of Science ®Google Scholar
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
   Google Scholar
• Boyinbode, O., Bagula, A., & Ngambi, D. (2011). An opencast mobile learning framework for enhancing learning in higher education. International Journal of u- and e- Service, Science and Technology, 4, 11–18.
   Google Scholar
• Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159
   Web of Science ®Google Scholar
• Cheng, S. C., Hwang, W. Y., Wu, S. Y., Shadiev, R., & Xie, C. H. (2010). A mobile device and online system with contextual familiarity and its effects on English learning on campus. Educational Technology & Society, 13(3), 93–109.
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
   Google Scholar
• Davies, P., & Pearse, E. (2013). Success in English teaching. Oxford University Press.
   Google Scholar
• de la Fuente M. J. (2014). Learners’ attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261–276. https://doi.org/10.1080/09588221.2012.733710
   Web of Science ®Google Scholar
• Fenyvesi, K. (2020). English learning motivation of young learners in Danish primary schools. Language Teaching Research, 24(5), 690–713. https://doi.org/10.1177/1362168818804835
   Web of Science ®Google Scholar
• Ferrer, L., Bratt, H., Richey, C., Franco, H., Abrash, V., & Precoda, K. (2015). Classification of lexical stress using spectral and prosodic features for computer-assisted language learning systems. Speech Communication, 69, 31–45. https://doi.org/10.1016/j.specom.2015.02.002
   Web of Science ®Google Scholar
• Gromik, N. A. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers and Education, 58(1), 223–230. https://doi.org/10.1016/j.compedu.2011.06.013
   Web of Science ®Google Scholar
• Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
   Web of Science ®Google Scholar
• Hwang, G. J., Chen, M. R. A., Sung, H. Y., & Lin, M. H. (2019). Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses. British Journal of Educational Technology, 50(5), 2703–2719. https://doi.org/10.1111/bjet.12708
   Web of Science ®Google Scholar
• Hwang, W. Y., Chen, S. L., Shadiev, R., Huang, Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359–378. https://doi.org/10.1080/09588221.2012.733711
   Web of Science ®Google Scholar
• Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H. (2010). The added-on impact of mobile application on learning strategies: A review study. Educational Technology & Society, 13(3), 3–11.
   Web of Science ®Google Scholar
• Jiang, L., Zang, N., Zhou, N., & Cao, H. (2021). English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1846566
   Web of Science ®Google Scholar
• Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95–103. https://doi.org/10.7575/aiac.alls.v.8n.1p.95
   Google Scholar
• Keengwe, J., & Hussein, F. (2014). Using computer-assisted instruction to enhance achievement of English language learners. Education and Information Technologies, 19(2), 295–306. https://doi.org/10.1007/s10639-012-9214-z
   Google Scholar
• Kenworthy, R. C. (2004). Developing writing skills in a foreign language via the Internet. The Internet TESL Journal, 10, 10.
   Google Scholar
• Kim, D., Rueckert, D., Kim, D. J., & Seo, D. (2013). Student’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. 10125/44339
   Web of Science ®Google Scholar
• Ko, M.-H. (2017). Learner perspectives regarding device type in technology-assisted language learning. Computer Assisted Language Learning, 30(8), 844–863. https://doi.org/10.1080/09588221.2017.1367310
   Web of Science ®Google Scholar
• Kraushaar, J. M., & Novak, D. C. (2010). Examining the effects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21, 241–251.
   Google Scholar
• Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
   Google Scholar
• Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233–252. https://doi.org/10.1080/03634523.2013.767917
   Web of Science ®Google Scholar
• Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205–219.
   Web of Science ®Google Scholar
• Liu, P. L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(1), 128–140. 10125/44485
   Google Scholar
• Liu, P. L., Chen, C. J., & Chang, Y. J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436–445. https://doi.org/10.1016/j.compedu.2009.08.027
   Web of Science ®Google Scholar
• Liu, S. (2012). Practice on level-based college English teaching model under CALL environments. International Conference on Computer Distributed Control and Intelligent Environmental Monitoring (pp. 501–504).
   Google Scholar
• Mao, Y. Q. (2006). Integration of subject teaching and information technology in the context of the new curriculum. Zhejiang University Press.
   Google Scholar
• Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192–203). Addison Wesley Longman Limited.
   Google Scholar
• Oakley, G. (2016). From diffusion to explosion: Accelerating blended learning at the University of Western Australia. In C. P. Lim, & L. B. Wang (Eds.), Blended learning for quality higher education: Selected case studies on implementation from Asia–Pacific (pp. 67–102). United Nations Educational, Scientific and Cultural Organization and UNESCO Bangkok Office.
   Google Scholar
• Oxford, R. L. (2008). Hero with a thousand faces: Learner autonomy, learning strategies and learning tactics in independent language learning. In S. Hurd, & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 41–66). Multilingual Matters.
   Google Scholar
• Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154. 10125/44466
   Web of Science ®Google Scholar
• Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An evidence-based study with fifth graders. Computers and Education, 57(1), 1334–1347. https://doi.org/10.1016/j.compedu.2011.01.015
   Web of Science ®Google Scholar
• Sellitz, C., Wrightsman, L. S., & Cook, S. W. (1976). Research methods in social relations. Holt, Rinehart & Winston.
   Google Scholar
• Shang, H. Y., & Chen, Y. Y. (2018). The impact of online autonomous learning on EFL students’ reading skills. International JI on E-Learning, 17(2), 227–249.
   Google Scholar
• Shih, R. C., Lee, C., & Cheng, T. F. (2015). Effects of English spelling learning experience through a mobile LINE APP for college students. Procedia – Social and Behavioral Sciences, 174, 2634–2638. https://doi.org/10.1016/j.sbspro.2015.01.945
   Google Scholar
• Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
   Google Scholar
• Steel, C. H., & Levy, M. (2013). Language students and their technologies: Charting the evolution 2006–2011. ReCALL, 25(3), 306–320. https://doi.org/10.1017/S0958344013000128
   Web of Science ®Google Scholar
• Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of platform. Language Learning & Technology, 14(2), 95–110. 10125/44216
   Web of Science ®Google Scholar
• Tsai, Y. R. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning. http://doi.org/10.1080/09588221.2019.1650779
   Web of Science ®Google Scholar
• Wang, L., Qian, Y., Scott, M., Chen, G., & Soong, F. (2012). Computer-assisted audiovisual language learning. Computer, 45(6), 38–47. https://doi.org/10.1109/MC.2012.152
   Web of Science ®Google Scholar
• Yang, Y. F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–410. https://doi.org/10.1080/09588221.2011.597767
   Web of Science ®Google Scholar
• Zhang, D., & Wang, X. Y. (2017). The effects of the CALL model on college English reading teaching. iJET, 12(12), 24–34. http://doi.org/10.3991/ijet.v12.i12.7954
   Google Scholar
• Zou, B., & Yan, X. X. (2014). Chinese students’ perceptions of using mobile devices for English learning. International Journal of Computer-Assisted Language Learning and Teaching, 4(3), 20–33. https://doi.org/10.4018/ijcallt.2014070102
   Google Scholar
• Zou, B., Yan, X. X., & Li, H. (2018). Students’ perspectives on using online sources and apps for EFL learning in the mobile-assisted language learning context. In B. Zou, & M. Thomas (Eds.), Integrating technology into contemporary language learning and teaching (pp. 328–344). IGI Global.
   Google Scholar