Enhancing English Reading Comprehension Through Mobile-Assisted Extensive Reading (Maer) In A Government University In Guizhou Province, China

Xiuyun Yang

doi:10.63313/EH.9063

Authors

Xiuyun Yang Graduate School, Emilio Aguinaldo College, Manila Philippines Author

DOI:

https://doi.org/10.63313/EH.9063

Keywords:

Mobile-Assisted Extensive Reading (MAER), English reading comprehension, EFL learners, mobile learning readiness, higher education

Abstract

Mobile-Assisted Extensive Reading (MAER) leverages digital platforms to increase learners’ exposure to English texts. This study investigated the effects of a MAER program on the English reading comprehension of 300 EFL undergraduates at Qiannan Normal University in Guizhou, China. Using a descriptive-correlational design, data on students’ reading comprehension performance and their assessment of the MAER program (covering frequency, text variety, comprehension, consistency, and motivation) were gathered and analyzed. Results indicated that students had a "Proficient" level of reading comprehension (M = 2.86) and rated the MAER program as "Effective" in terms of frequency, but "Slightly Effective" in other dimensions. No significant differences in comprehension or program assessment were found based on age, sex, or year level. However, a significant strong negative correlation was found between overall program assessment and reading comprehension performance. These findings suggest that while MAER fosters a supportive reading environment, its design must strategically prioritize deep cognitive engagement over mere activity metrics to effectively enhance comprehension. An implementation program is proposed based on these results.

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