Enhancing EFL Students’ Reading Competence through a Community of Inquiry-Based Mobile-Assisted Extensive Reading Approach
Keywords:
Mobile-assisted Extensive Reading; Community of Inquiry; EFL college studentsAbstract
As mobile-assisted language learning (MALL) becomes more prevalent, extensive reading (ER) is being transformed through digital tools that enable flexible access, interactive content, and peer engagement. This study investigated how a mobile-assisted extensive reading (MAER) program, grounded in the Community of Inquiry (CoI) framework, affected the reading competence of Chinese non-English majors. CoI conceptualizes an effective online learning environment as comprising three core elements: teaching presence (instructional guidance), social presence (peer interaction), and cognitive presence (meaning construction). A 17-week quasi-experimental study was conducted with three groups: a CoI-based MAER group, a traditional print-based ER group, and an intensive reading (IR) group. Reading comprehension tests and a CoI presence survey were used to collect quantitative data. The CoI-based group showed significantly greater reading gains than the other two groups. Regression analysis identified teaching and social presence as significant predictors of improvement, while cognitive presence contributed less. By demonstrating how a supportive reading community can be cultivated through structured mobile reading experiences, the study offered practical insights for designing effective MALL-based ER programs. It also extended the application of CoI theory into mobile EFL contexts, highlighting the importance of balancing technology use with intentional instructional and social support.
https://doi.org/10.26803/ijlter.24.8.22
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