Mobile-assisted language learning and its impact on students’ learning outcomes have been examined as one of the attractive methods in English extensive reading (ER). Yet, studies investigating mobile-assisted extensive reading on students’ empowerment are scarcely reported. Grounded in a learning empowerment scale, this research aimed to assess students’ empowerment toward the enactment of mobile-assisted extensive reading in a private university in Indonesia. This case study involved students (n=27) from the Department of English Education at the university. All participants were voluntarily recruited according to the research protocol assigned by the department. All data were garnered from closed-ended questionnaires, reflective journal writing, and semi-structured interviews to get an in-depth analysis of university students’ lived experiences in extensive online reading. The findings revealed how the students felt empowered during their mobile learning engagement. The present study also demonstrates how self-driven reading tasks have engaged students in sharing information and values during the reading report tasks. Further, it was found that students’ self-regulated learning was shouted through students’ reading motivation and self-reflection, including satisfaction and impact. Pedagogically, this study implied that teacher educators need to consider a wide range of topics and materials related to the second essential principle ER. Therefore, for a successful extensive reading program to happen, the teacher educators should provide a continued reading schedule and incorporate it into classroom reading practice.


case study, empowerment, extensive reading, mobile-assisted language learning, motivation, self-directed learning

Author Bio(s)

Misdi is a faculty member in the English Education Department of Universitas Swadaya Gunung Jati, Cirebon, Indonesia. He earned his doctoral degree from Universitas Pendidikan Indonesia in Bandung, Indonesia. He has taught EFL for thirteen years. His research interests include TEFL methodology and academic writing. Please direct correspondence to misdirina@gmail.com.

Nunung Nurjannah is a teacher educator in the Department of English at the Faculty of Education, Universitas Swadaya Gunung Jati, Jawa Barat, Indonesia. Her research interests lie in extensive reading, critical reading, literacy, multimodality, systemic functional linguistics in language education. Please direct correspondence to nunung_ahdan@yahoo.com.

Suwarno is a researcher at Politeknik Negeri Batam, Indonesia. He undertook a master's degree in the Applied Linguistics Study Program at the Faculty of Languages and Arts, Universitas Negeri Yogyakarta, Indonesia. His research interests are English for specific purposes, critical discourse study, systemic functional linguistics, and corpus linguistics. Please direct correspondence to Suwarno.scp@gmail.com.

Kardi Nurhadi is a teacher educator in the Department of English at the Faculty of Education, Universitas Wiralodra, Jawa Barat, Indonesia. He is a doctorate student of English Language Education (ELE) at, the Faculty of Letters, Universitas Negeri Malang, Indonesia. His research interests lie in critical reading and literacy, multimodality, systemic functional linguistics in language education, critical narrative inquiry, teacher professional development, and emotional geography in language education. Please direct correspondence to kardi.nurhadi84@unwir.ac.id.

Anna Riana Suryanti Tambunan serves as a lecturer at Universitas Negeri Medan. She obtained her doctoral degree (Doctor in English Education) from Universitas Pendidikan Indonesia, based in West Java, Indonesia. Her research interests are teaching English as a foreign language, online feedback on writing, textbook analysis, and intercultural communication. Please direct correspondence to annatambunan@unimed.ac.id.


This research was partially supported by Lembaga Penelitian Universitas Swadaya Gunung Jati Grant 2018/2019

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