Designing a Mobile-Assisted English Reading Class for College Students

  • Nana Jin
  • Zili Chen
  • Jin WangEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11841)


Traditional classroom teaching is changing with modern technologies. A mobile-assisted classroom teaching is designed in the study and is proved an efficient teaching mode. The most popular mobile App WeChat in China is used as a course platform which could be easily tailored for any course exclusively. At the same time, several English learning mobile Apps are introduced to assist the English Reading class for college students, for example Xiao Huasheng App, Liuli Reading App, Ximalaya App. In the WeChat course platform, we integrate these mobile Apps at different times in classroom teaching and motivate students to participate in the course learning in class and after class. Mobile technologies plus linguistic knowledge and a well-planned teaching design are three key factors for a successful course teaching. Furthermore, this WeChat course platform is easy to build and makes a mobile-assisted language teaching accessible to every language teacher who may have a limited knowledge about technology.


Mobile-assisted language teaching Course design WeChat English Reading class 


  1. 1.
    Chen, X., Hao, J., Chen, J., Hua, S., Hao, T.: A bibliometric analysis of the research status of the technology enhanced language learning. In: Hao, T., Chen, W., Xie, H., Nadee, W., Lau, R. (eds.) SETE 2018. LNCS, vol. 11284, pp. 169–179. Springer, Cham (2018). Scholar
  2. 2.
    Tian, L., Mu, Y., Yang, W.: Designing a platform-facilitated and corpus-assisted translation class. In: Hao, T., Chen, W., Xie, H., Nadee, W., Lau, R. (eds.) SETE 2018. LNCS, vol. 11284, pp. 208–217. Springer, Cham (2018). Scholar
  3. 3.
    Jin, N.: Mobile-assisted language learning: using WeChat in an English Reading class. In: Huang, T.-C., Lau, R., Huang, Y.-M., Spaniol, M., Yuen, C.-H. (eds.) SETE 2017. LNCS, vol. 10676, pp. 500–506. Springer, Cham (2017). Scholar
  4. 4.
    Anderson, N.J., Nunan, D. (eds.): Practical English Language Teaching: Reading, p. 79. Tsinghua University Press Ltd, Beijing (2013)Google Scholar
  5. 5.
    Krashen, S.: The Input Hypothesis: Issues and Implications. Longman, London (1985)Google Scholar
  6. 6.
    Yao, H.: A study on the English horizontal discourse of second language learners based on legitimation code theory. Unpublished degree thesis. Shenzhen University (2019)Google Scholar
  7. 7.
    Bernstein, B.: Vertical and horizontal discourse: an essay. Br. J. Sociol. Educ. 20(2), 157–173 (1999)MathSciNetCrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.School of Foreign LanguagesShenzhen UniversityShenzhenChina
  2. 2.Division of Languages and CommunicationCPCE, The Hong Kong Polytechnic UniversityHong KongChina

Personalised recommendations