%王A，菲%A Yuizono，高谷%王子阳%A Kim，恩勇%A Lu，亚琴%D 2023 %J教育前沿%C %F %G英语%K移动辅助阅读，反思，第二语言习得，模式偏雷竞技rebat好，英语学习%Q %R 10.3389/ feducs .2022.1067523 %W %L %M %P %7 %8 2023- 1月17日%9原创研究%# %!将反思整合到中国英语作为第二语言学习的移动辅助阅读计划中%U //www.thespel.com/articles/10.3389/feduc.2022.1067523 V %0期刊文章由于其潜在的好处，移动技术在语言教育中的应用正获得越来越多的动力，学者们开始关注诸如学习者动机、雷竞技rebat移动学习过程中的学习效果与学习者行为。反思是学习的重要组成部分，它可以记录学习者的行为，培养知识建构的自我意识，促进认知成长，促进学习成绩。尽管反思在移动语言学习过程中的应用得到了广泛的认可，但关于反思在移动语言学习过程中的应用的研究还不多。因此，本研究旨在调查学生对带有反思活动的移动辅助阅读项目的看法，以及他们对所采用的反思模式的偏好。参与者是来自中国一所大学两个班的60名学生。学生们在移动应用程序上阅读文章，并每两周以一种模式完成一次反思。研究采用了纸质期刊反思、电子期刊反思、音频反思和协作反思四种模式。这项研究持续了大约9周。 At the end of the program, all students were required to complete an anonymous questionnaire concerning their learning perception. In addition, ten students were selected randomly to attend a semi-structured interview. A pretest and a posttest were conducted to observe students’ language gains. A combination of quantitative and qualitative analysis was conducted with the data obtained. Results showed students generally approved of the effect of this mobile-assisted reading and their reading proficiency improved significantly after the program. In addition, most students favored reflective practices as a good way to stimulate interest, deepen understanding and promote reflective and summarizing abilities, but they didn’t consider it a good method to monitor the learning process in the mobile-assisted reading program. As for the preference for reflection mode, most students favored traditional paper reflection and audio reflection, while collaborative reflection and e-journal reflection received the least support. The findings provided implications for educators and app designers. For educators, based on the understanding of students’ age, learning experience, and possible preferences, they may create a good reflective environment with technical and instructional support, and then provide two or three popular modes for students to reflect on whatever they read. For app developers, some preferable reflection modes facilitated with stimulative measures may be offered to cater to more learners to conduct reflective activities.