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چکیده
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This study investigated the role of Iraqi student's reading comprehension in English language using Smart Phones as a media. Students’ reading Comprehensions were examined within a socio-educational framework while learning contexts were examined based on Dörneyiʼs (1994) components of foreign language learning. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. In order to collect the required data, a sample of 40 high school students (boys and girls) in Waset, Iraq was selected. The research was carried out methodically in seven phases and the data was collected sequentially and analyzed simultaneously.The results showed that students tended to have relatively high anxiety about the application course at the beginning of the semester, perhaps due to their lack of familiarity with the application learning environment. However, students' comprehension was relatively positive and stable during the course. The findings provided some evidence that students studied regularly and productively to take every opportunity to perfect their reading comprehension ability. The findings reinforced the importance of students' reading comprehensions and, equally important, the continuing critical role of the teacher in technology-enhanced teaching. Considering gender, the results showed no significant difference between the two genders.
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