摘要：This study investigated the impact of reading learning strategies (RLS) mediated
by smartphone features and applications on the learners’ psychological autonomy
in English as a foreign language (EFL) reading context among undergraduates in
Saudi Arabia. A total of 70 male students in two intact reading classes participated
in this study. A questionnaire was used to collect the quantitative data from the
participants prior to and after an interventional programme. The findings of the
study revealed that employment of RLS mediated by smartphone features and
applications promoted the learners’ psychologically autonomous features of
motivation, self-efficacy, agency, positive attitudes, desire to seek information,
need for achievement in EFL reading context. It is recommended that a training
programme on strategy use through the technology of smartphones should be
highly considered in curricula design, teaching and learning methods, training
programmes in order to empower learners to take charge of their own learning of
EFL reading skills.
关键词：psychological autonomy; reading learning strategies; reading skills; Saudi
Arabia; smartphones
