Smartphone-Mediated Language Learning Strategies and Learner Autonomy among Pre-university Learners in EFL Reading Context

Abstract

This study reports on a qualitative experimental research that investigated the application of smartphone-mediated language learning strategies (SMLLS) in relation to learner autonomy (LA) of pre university students in EFL reading context in Saudi Arabia. A class of 35 students who received a strategy-training programme participated in the study. The data were collected using an observational checklist and a semi-structured interview. The findings showed that smartphones assisted the learners’ employment of LLS; memory strategies and social strategies were reported as highly used, followed by cognitive strategies. The learners’ application of SMLLS helped impact their autonomous learning skills. Further studies are recommended.