Scaffolding mobile-assisted extensive reading: A sociocultural case study of Chinese Non-English majors

Abstract

This study investigates how Chinese non-English majors engage in Mobile-Assisted Extensive Reading (MAER) within both academic and social contexts, drawing on Sociocultural Theory (SCT) as the analytical framework. Employing a qualitative case study approach, data were collected from six university students through semi-structured interviews, reading logs, and mobile app screenshots. The findings reveal that students’ MAER practices are highly diverse and contextually situated, influenced by individual learning goals, exam preparation demands, and the availability of social and institutional support. Mobile reading apps provide flexible access to English input and offer multimodal resources that enhance learner interest and autonomy. However, sustained engagement is not guaranteed by technology alone. Learners benefit most when supported by peer collaboration, teacher scaffolding, and app features that facilitate reflection and interaction. In contrast, participants lacking such support often experience difficulty in maintaining consistent reading habits. These results suggest that MAER is not merely a solitary or technical endeavor, but rather a socially mediated activity shaped by the learners’ environments. The study extends current understandings of mobile learning by illustrating how the core SCT constructs of mediation, the zone of proximal development (ZPD), and internalization operate in mobile-assisted reading contexts. Pedagogical implications include integrating social scaffolding into both app design and curriculum development to foster sustained learner motivation, self-regulation, and effective engagement with extensive reading tasks.