Buddhism and No-Self Essay - 1954 Words

Eastern enlightenment religions have been gaining popularity throughout the western world for the past few decades, with many people attracted to a different way of experiencing religion. As with many other enlightenment religions, Buddhism requires disciples to understand concepts that are not readily explainable: one such concept is that of no-self. In this essay I shall discuss the no-self from a number of modern perspectives; however, as no-self is difficult to describe I shall focus on both the self and no-self. Beginning with psychological aspects, and neurophysiological research on transcendental meditation, I shall discuss the impact of modern brain science on our understanding of the self and transcendence. Next I will outline†¦show more content†¦123-125) Modern psychology attempts to scientifically explain many aspects of our lives. Yet it seems that when psychology meets religion the result is rarely a fair compromise. As an example, if faced with a person claiming to have no sense of self a psychologist may suspect some form of dissociative disorder. An excellent modern example of spiritualism clashing with psychological diagnoses is that of the much-maligned Aleister Crowley; after years of searching for his own samyaksambodhi he entered into a period of silence and claimed enlightenment Ââ€" the psychological description of Crowley is that of a paranoid schizophrenic who declined into catatonia. I simply wonder where the line is that divides the religious experience from the psychopathological. Neurophysiologists have shown interest in that state of no-self that Buddhist monks can reach while in prayer. It has been found, using a specialized brain imaging technique based on CT scanning, that the brain-state of Buddhist monks in deep meditation is radically different from that of the average waking person (Newberg et al., 2001). In fact, during meditation the body changes its physiological ‘state to a more beneficial pattern (Weiten, 2005, p. 145). This is not to say that Buddhism is the path Ââ€" similar brain patterns have also been found in Franciscan Nuns deep in prayer. Interesting work has also been done researching the effect of electromagnetic interference on brain function. ResearchersShow MoreRelatedThe Buddhist Self Of Buddhism1510 Words   |  7 PagesDana Zhao Period E The Buddhist Self One of the most widespread religions in the world, and the dominant religion of Asia, Buddhism has developed greatly from when it was first founded. Though Buddhism is commonly thought of as an eastern religion, it’s popularity is spreading more and more to the western world. Though Buddhist beliefs may seem drastically different from traditional western beliefs, there are many ideas worth learning from it. The religion of Buddhism was constructed by the BuddhaRead MoreBuddhism : A Religion Of Enlightenment And Self Meditation1562 Words   |  7 PagesBuddhism first came to China from India around 500 AD. Buddha, the enlightened one, is the founder of Buddhism as a religion. Buddhism is China’s oldest foreign religion merging from Daoism and folk religion. At first, Buddhism did not attract many people, however during 200 AD, Buddhism gained a firm position in China and has continued to be one of China’s top religions. Buddhism, in summary, is a religion of enlightenment and self-meditation. The role of the family in Chinese culture, specificallyRead MoreEssay about Buddhism1176 Words   |  5 PagesBuddhism Buddhism is the great oriental religion founded by Guatama Buddha, who lived and taught in India in the sixth century BC All Buddhists trace their faith to Buddha and revere his person (Frederic 15). Nearly all types of Buddhism include monastic orders whose members serve as teachers and clergy to the lay community (Maraldo 19). However, beyond these common features the numerous sects of modern Buddhism exhibit great variety in their beliefs and practices. In its oldest surviving formRead MoreThe Concept Of Self And Selflessness1619 Words   |  7 PagesThe concept of self and selflessness is prime to all Indian philosophies. Two of India’s philosophical systems, Jainism and Buddhism, teach renunciation of the self in order to reach Samadhi and Dharma (i.e. enlightenment, breaking free from the cycle of rebirth and correct living) (Collins, 1990). While Jainism strongly espouses denial of self, both as an ideological concept and as a tangible reality, Buddhism teaches renunci ation of self by way of still using the self as a vehicle for such understandingRead MoreThe Concept Of Self And Selflessness1622 Words   |  7 PagesThe concept of self and selflessness is prime to all Indian philosophies. Two of India’s most popular religious systems, Jainism and Buddhism, teach renunciation of the self in order to reach Samadhi and Dharma (i.e. enlightenment, breaking free from the cycle of rebirth and correct living) (Collins, 1990). While Jainism vehemently espouses denial of self, both as an ideological concept and as a tangible reality, Buddhism teaches renunciation of self by way of still using the self as a vehicle forRead MoreThe Changing Self Can Not Be Denied992 Words   |  4 Pages The changing self can not be denied One of the central belief of Buddhist is the denial of the self. In particular, Buddhism criticizes the idea that â€Å"an individual atman is an assumption of an unchanging and constant serf that somehow underlies and is the basis for the variety of changing experiences.† (Gethin 1998, 141) In fact, any individual, no matter its matter of life, is just a particular pattern of a series of casual connectedness. That is a very convincing idea since it is clearRead MoreBuddhism Is Considered A Religion Or A Philosophy961 Words   |  4 Pageswhether buddhism is considered a religion or a philosophy but I believe that it is both. According to (https://www.google.com/#q=buddhismBuddhism) is a non-theistic religion or philosophy that encompasses a variety of traditions, beliefs and spiritual practices largely based on teachings attributed to the Buddha. Buddhism inhabits several traits that consider it a religion and a philosophy. There is not a clear distinction that defines buddhism as one or the other. Some practices of Buddhism displayRead MoreThe Basic Buddhist Teachings773 Words   |  3 Pagessorrow, but rather the existence of a constantly-changing world where neither extreme happiness nor misery is stable); the impermanent nature of all things, including human existence; and finally egolessness or the notion that there is no stable, human self (OBrien, 2012, Three Marks). The Three Marks of Reality relate directly to the Four Noble Truths, the first tenant of which is that there is suffering in the world, and the second of which is that there is a cause of suffering: suffering caused byRead MoreSimilarities Between Confucianism And Buddhism1124 Words   |  5 PagesConfucianism, Buddhism and Hinduism. While Hinduism is centered around a supreme being, Buddhism and Confucianism are centered around the teachings of a man. Each encourages moral behavior, ethical values, such as non-violence, charity, and a respect for the universe. To better und erstand the philosophical similarities and differences between Confucianism, Buddhism and Hinduism, it is important first to consider the teachings of Buddha, Patanjali and Confucius in their historical context. Buddhism is aRead MoreThe Dharmic Religions of Hinduism and Buddhism1220 Words   |  5 PagesAlthough both Hinduism and Buddhism both Dharmic religions and originate from similar cultural backgrounds, their individual beliefs regarding death and the afterlife differentiate from one and other. Both religions believe in the concept of reincarnation, but the difference lies in the process in which someone is reincarnated and subsequently where the individual stops the process of reincarnation and reaches the desired end point of the seemingly endless cycle. In Hinduism the concept of life

Edward Said States Free Essays

What Should I Write About? So you know which schools you’re interested in, and you’ve looked over the applications and read all the essay questions. Chances are you’re wondering, â€Å"What in the world should I write about? † You’re not alone. In fact, it is safe to assume that everybody who has ever had to write an essay for a college application has asked that very question. We will write a custom essay sample on Edward Said States or any similar topic only for you Order Now Unfortunately, the applications don’t give you much guidance. Most of the essay questions are so open-ended that you can write about virtually anything. Since this essay might be the most significant writing you’ve ever done, the freedom to choose a topic can be paralyzing. Although picking a topic will seem daunting at first, it’s not impossible. The key is to narrow your focus and write about something close to your heart. If you follow this plan, you’ll create a lively essay that shows the admissions committee your intelligence and personality. But finding a great topic is not something you can do in five minutes. It will take a little work. Essay Questions from the 2005 Common Application Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. Discuss some issue of personal, local, national, or international concern and its importance to you. Indicate a person who has had a significant influence on you, and describe that influence. Describe a character in fiction, an historical figure, or creative work (as in art, music, science, etc. that has had an influence on you and explain that influence. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in the college community, or an encounter that demonstrated the importance of diversity to you. Topic of your choice. Not-So-Common Essay Questions According to astronomer Carl Sagan, â€Å"Somewhere, something incredible is waiting to be known. What unknown would you like to see revealed in your lifetime? Why is this of personal importance? (Northwestern University) In The Moviegoer, a novel by Carolina alumnus Walker Percy, the narrator observes: â€Å"The search is what anyone would undertake if he were not stuck in the everydayness of his own life. . . . To become aware of the possibility of the search is to be onto something. Not to be onto something is to be in despair. † Are you â€Å"onto something† now? If so, what is that something, and why is it important to you? University of North Carolina) On Mars, the latest TV fad among the native lifeforms is Trading Bodies. You’re picked to play. Whose body would you inhabit and why? (University of Virginia) Have you witnessed a person who is close to you doing something that you considered seriously wrong? Describe the circumstances, your thoughts, and how you chose to respond. If you discussed it with the person, was his/her justification valid? In retrospect, what, if anything, would you have done differently and why? Duke University) Do you believe there’s a generation gap? Describe the differences between your generation and others. (Denison University) What is your academic passion? (Wake Forest University) Prewriting: Think, Think, Think Early on—say, four or five months before applications are due—start thinking about possible topics. Go about your normal routine, but tuck the topic question in the back of your mind. Note what you’re interested in and appreciate in this world. Carry a notebook to jot down thoughts. Give it time, and chances are you’ll come up with some good stuff. If, on the other hand, you wait until the night before the application deadline to choose your topic, you’ll find yourself staring at your computer screen in a cold sweat, frantically wondering whether you should write about your love of the rainforest, that time you stole second base in junior high, or maybe, um, what your bedroom decor says about you. If you wait until the last minute, it’s highly unlikely that your essay will be a thing of beauty and interest. Choosing an essay topic takes time. Brainstorming Brainstorming is the process of getting your ideas and thoughts down on paper. Brainstorming doesn’t have to be logical or tidy—you can scribble down (or type) ideas in any way that makes sense to you. And don’t worry about editing as you brainstorm. No one is going to see this part of the process except you, so let the good ideas and the not-so-good ideas flow freely. When you’re brainstorming ideas for your college application essay, let your mind wander. Think about issues that matter to you; important moments in your life; high school experiences that stand out in your mind; and places and people that left an impression on you. Jot down emotions you often experience, verbs that mean something to you, and smells that bring back strong memories. Don’t limit yourself to happy experiences: Not all good stories are happy stories. Maybe one of your keenest memories is sitting and crying on the steps outside the school auditorium after you found out you didn’t make the varsity team. If a moment was meaningful and you can write with your emotions, your reader will feel connected to your story. The goal is to mine your life for a subject that will pour out instead of trickle. People brainstorm using different methods. Below, you’ll find explanations of several different methods. Maybe one method will do the trick for you, or maybe you’ll find a combination of methods works best. Make a List Many people prefer to use the straightforward list-making approach as a starting point. To use this method, simply jot down possible essay topics. After you have a long list, go back and pick out the most promising ideas. To get the ball rolling on your topic search, write down responses to the following: The 10 coolest places you’ve visited Your 10 most memorable high school experiences The 5 most difficult moments in your life The 5 most exciting moments The 3 most awkward moments Your 5 best accomplishments The top 5 words your parents, friends, or teachers would use to describe you The 5 most important influences on your life Your 5 favorite books Your 10 favorite activities Connect the Words If you think visually, you might want to brainstorm by writing a word or phrase in the middle of a blank piece of paper. Spend ten minutes looking at this word or phrase and writing down everything that comes to mind all over the page. Stop when your ideas stop flowing. Then circle or draw lines between ideas that are connected. Do this again with a new sheet of paper with a new word or with a word from your first list. Repeat as necessary. Draw a Timeline Here’s another visual brainstorming method: write a timeline of your life. Then go back and underline or highlight the high and low points. Also, note any other epiphanies or pivotal moments. Don’t worry if no single experience changed your life; that’s not usually how it works anyway. You can write a thoughtful essay about a change that happened over time, focusing on a particular incident to illustrate your point. Tell a Story from Your Life Pick a word that describes you and write it or type it at the top of a piece of paper. Then write down the title of five stories about yourself that you could tell to illustrate that word. Pick the title you like the most and write that at the top of a new piece of paper. List all the details you might include in that story. Imagine the smells, sights, and sounds that set the scene. Push yourself to come up with all possible details (you can always eliminate some later). Don’t stop until you have exhausted all possibilities. Free-Write Some writers call free-writing â€Å"the mind dump,† because it means dumping everything that comes into your head onto a piece of paper. To free-write, start with a vague idea, like why your favorite subject is French. For a period of ten or fifteen minutes, write down everything that comes to mind. Don’t worry about grammar, style, or making sense. Just keep writing. If you have nothing to say, just write I have nothing to say over and over again until something else pops in your head. When the ten or fifteen minutes are up, take a break and then go back and reread your words. Underline or highlight everything that is interesting or promising. Free-write as much as you can until you have a good crop of ideas. How to cite Edward Said States, Essay examples

Games in Grammar Teaching for Communication - myassignmenthelp

Question: Discuss about theGames in Grammar Teaching for Communication. Answer: Introduction to teaching grammar using games Teaching grammar with games can serve as an excellent method to improve some grammatical knowledge. It has been found to impose a marked significance in improving the grammatical concepts related to parts of speech, vocabularies and simple articles. Games serves as an excellent means of communication that can be used to internalize the vocabulary and the structure the grammar correctly (Alsagoff et al., 2012). It is known that students are always more interested towards games and less on deskwork. Hence such activities would lead the students to pay attention in the grammar classes. The rules of the games are simple but they are of so much fun that the students are automatically attracted towards the learning methods. The evolution of teaching grammar methods The traditional system of grammar teaching mainly focuses on the structuring of the sentences, parts of speech involving books, but the teaching methods have changed a lot. Many studies have found it to be ineffective in teaching grammar to the young learners. Traditional system of grammar learning is not only cumbersome; it also fails to motivate the students from learning grammar (Nunan Richards, 2015). Traditional methods of grammar teaching mainly focused on how languages are constructed at the sentence level and does not provide an impressive platform from to the students on learning how to apply grammar in daily life outside the classroom (Alsagoff et al., 2012). Traditional grammar teaching used the common methods of teaching grammar till 1960. Later on in the 19th century there was a reform movement against the grammar translation method. The aim of the movement is the need for changes in the conventional methods. The methodology of grammar underwent a history of changes. Th e different grammar methodology that was adopted was grammar translational methods, direct methods, oral approaches, audio-lingual methods and communicative approach (Hassan Selamat, 2017). Game is an activity which is bounded by a set of rules but also bears element of fun in it. This concept led to the evolution of grammar games. Educators have found that students are always lazy to do tasks and therefore tried to find out a way that could involve the learners in the learning. All these factors drive the introduction of games in the learning of grammar (Hassan Selamat, 2017). Why teaching grammar with games works better than traditional methods? Games in grammar do not require much preparation and the students generally take up their own responsibility for what they think grammar is all about. It also provides opportunity for the teacher to find out what their students have learned without extra attention. All the students in the classroom remain extremely absorbed in the classroom activity (Alsagoff et al., 2012). In general games are associated with a relaxed environment and even the students who are introvert have the opportunities to participate in the games. Games help to encourage entertain and promote fluency to the students. Previously the grammar learning methods were more complicated and required extensive learning (Hassan Selamat, 2017). Young learners often do not have the patience to do extensive learning or cannot self motivate themselves to the learning of grammar. Traditional methods of grammar learning involved books, but in the games the teachers needs to make rules for the games (Chanseawrassamee, 2012). Grammar learning through games can be considered as an excellent method for the evaluation of the students. Previously assignments and exams were the only means of evaluating or assessing the students. Many young learners are scared of exams, and hence fail to perform in exam which may result is faulty evaluation of a student (Alsagoff et al., 2012). Games on the other hand create a non hostile and fun filled environment in the class rooms where the teachers can evaluate the students on the basis of their performance in the games. Teaching in ESL Teaching in ESL context allows an ESL child to study English and the school subjects simultaneously. This learning involves a lot of visuals and graphics. With pictures and posters a child can start developing anticipation regarding the context (Ersoz, 2016). In traditional teaching the texts are so convoluted that it would be difficult for a native speaker to decipher the context. Whereas diagrams can help an ESL student to understand the content of the text, may be not to the full, but to some extent. The color and the picturisation of books often have impacts upon child's brain. Teaching grammar in ESL context The teaching patterns rest solely at the hands and discretion of the teacher. In this context, the aspect of teaching English grammar in the form of second language had been taken into consideration. As commented by Baecher, Farnsworth Ediger (2014), English is the non-native language of almost 72% people and is learned as a compulsory second language paper in most contexts. However, the traditional and the strict patterns of learning often delimit the scope of the student in getting a better hold of the subject. The word and language power in a foreign language could only be developed with reading and studying the subjects depthfully. For the purpose of which sufficient interest needs to be generated within the students by means of interactive and gaming sessions. The teacher could use colourful presentations and posters for teaching the students about articles, prepositions. The students could be asked to participate in some of the poster making sessions where they are asked to us e cuttings from old newspapers, articles to make collages representing certain actions (Uysal Bardakci, 2014). The teacher can ask the student to describe the story in the picture with the help of reporting and doing verbs. Here, small and interesting gaming techniques could be used by the teacher to better inculcate the students with the rules of English grammar. The teacher could also take the help of puzzles to access the grammar skills of the students. Approaches and methods to teaching grammar There are some points that have to be maintained while teaching grammar in ESL classes. If the teacher does not belong to an English speaking background, then it is necessary to brush up the English knowledge before approaching the students. Secondly it is essential to differentiate between inductive and deductive teaching and how to utilize both at times. Before entering the classrooms it is necessary to plan the ESL lessons (Alsagoff et al., 2012). As we have discussed earlier, one can also seek help of games to impart grammar knowledge to the students. Before entering the classes there are certain questions that need to be addressed such as the objectives of the class, the learning background of the learners, the learning style of each student and what resources are available in the classroom (Rutherford, 2014). The traditional method of teaching grammar The traditional practice of grammar was problematic as they required students to produce the outputs immediately. It cannot be denied that production can help in increasing the fluency and accuracy; grammar cannot be developed in the internal system (Purpura, 2013). In the new system of grammar teaching the learners are first provided with the information about a linguistic structure, then they are provide with the knowledge of how a particular process strategy can negatively influence their outcome (Nunan Richards, 2015). The traditional grammar system was merely a text book thing and did not provide the students with the opportunities to use grammar in their daily life (Kawaguchi Ma, 2012). Disadvantages of traditional method in teaching grammar With the onset of digitization more emphasis has been placed upon the modern methods of teaching compared to the traditional methodologies. In this regard, learning grammar through traditional approaches has been discussed over here. They seem to have a number of limitations, which have been seen to have profound effect on the learning capabilities of the student. As commented by Wang Smith (2013), sufficient attention is not paid over teaching the basics such as reading, writing, listening and affluently speaking in English. Therefore, the traditional scope of learning is limited by giving more emphasis to a teacher centred way of learning rather than empowering the students (Ryu, 2013). Thus, here the teachers are placed at the centre of the learning activities and approaches. However, as asserted by Uysal Bardakci (2014), sufficient opportunities are not given to the students to imbibe and practice creativity within their learning process. In this context, reading in a language different from ones mother tongue requires that the student deciphers the meaning associated with each and every word completely while reading the sentence, which helps in better inculcation of a foreign language. However, the strict and inflexible traditional approaches delimit the opportunity for a student to build sufficient curiosity regarding the language. Here, learning is limited to following the rules and conventional approaches followed while solving typical grammatical problems. As asserted by Avinash (2016), there is the lack of pronunciation practice in teaching grammar through traditional methodology. On the contrary, the students here are bombarded with linguistic information. Writing had been used an effective tool for learning subjects since time immemorial. However, the traditional learning styles and approaches considered writing a form of punishments for teaching students about misspelt words and wrong sentence constructions. In this regard, a student who had made a mistake in writing a sentence is punished by the teacher in a manner, where the student has to take note of the corrections made by the teacher and write down in the same in the copy for over 25 times. This was done to develop visual memory in the student, which would prevent them from repeating the same mistake again in the future (Illingworth Hall, 2015). Memorizing The current study focuses upon the different methods of learning English which are the traditional methods and the modern methods. Here, the traditional methods place more emphasis upon memorizing than understanding the rules of English grammar. This could be established by reading the sentences again and again or writing, re-writing them. However, studies had been conducted in the past, which disregarded the contributions of memorizing alone in understanding a lesson (Baecher et al., 2014). Therefore, in this regard a simplified five step procedure for teaching grammar could be discussed over here which are as follows: Building up the knowledge of the student about the rule initiation of grammar Familiarising the students to the rules by exposing them to similar grammatical exercises Checking students comprehension on a regular basis Expanding the knowledge of the student through promotion to the next level Attention span of the digital age students With the advent of technology people use emojis and short text forms for communicating with each other. This has drastically reduced the attention span from 12 to 8 seconds. The rise of gadget has reduced the dependence on books and research for gathering knowledge. The digital age students have reduced levels of patience owing to the availability of internet resources at hand, where from they can retrieve information within seconds (Ryu, 2013). This limits their curiosity to search books and gain knowledge from there and gradually affects the learning and memorizing skills of the students. Using games to teach grammar Teachers can introduce games in the classrooms for the introducing the zeal of grammar learning among the students. There are certain popular games that are used in ESL classes for a quick grammar review such as Shoot for points, where a ball is given to the students and they are allowed to shoot them for points, but they are given the chance to shoot by asking them questions related to grammar, may be a correct construction of sentences (Chanseawrassamee, 2012). Other games that can be used are board games and games involving cards, snakes and ladders related to the grammar subject. There one interesting game called Tic- tic -toe where the grammar topics to be reviewed are written on nine index cards, then they are arranged by facing them down on the table in a 3x3 grid (Vazirabad, 2013). The students are then asked to choose the cards containing the questions. Another game involves where the students are divided into two teams where a ball is placed at the centre (Jalali Dousti, 2 012). A student needs to answer the questions correctly for getting the opportunity to shoot for the goal. Advantages of using games to teach grammar The use of the games in the learning of the grammar can facilitate self motivation and helps in retaining the lessons at the sub conscious levels. The use of games in teaching grammar not only motivates the student but also enhances the competition and the cooperation in the classroom. It also facilitates the bonding between the students and helps the students to absorb grammar at the sub-conscious level (Purpura, 2013). Many young learners will not get the motivation to learn anything new, they dont understand why it is important to learn grammar but their intrinsic motivation encourages playing games. Hence they end up playing games where grammatical knowledges are obtained subconsciously. Cross words, puzzles can help in improving the memory skill. Several concentration games can be played for sharpening the memory. For example studies reveal that board games in ESL grammar lessons can facilitate knowledge retention among the adult learners. References Alsagoff, L., McKay, S. L., Hu, G., Renandya, W. A. (Eds.). (2012).Principles and practices for teaching English as an international language. Routledge. Avinash, M. R. (2016). Use of puzzle solving games to teach English.Indian Journal of Science and Technology,9(15). Baecher, L., Farnsworth, T., Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction.Language Teaching Research,18(1), 118-136. Chanseawrassamee, S. (2012). Teaching Adult Learners English Through a Variety of Activities Perception on Games and Rewards.US-China Foreign Language,10(7), 1355-1374. Ersoz, A. (2016). Six Games for the EFL/ESL Classroom. The internet TESL Journal, Vol. VI, No. 6 June 2000. Hassan, F., Selamat, F. (2017). WHY ARENT STUDENTS PROFICIENT IN ESL: THE TEACHERSPERSPECTIVE.The English Teacher, 17. Illingworth, M., Hall, N. (2015).Creative approaches to teaching grammar: Developing your students as writers and readers.Abingdon: Routledge, pp.15-25. Jalali, S., Dousti, M. (2012). Vocabulary and grammar gain through computer educational games.GEMA Online Journal of Language Studies,12(4). Kawaguchi, S., Ma, Y. (2012). Corrective feedback, negotiation of meaning and grammar development: Learner-learner and learner-native speaker interaction in ESL.Open Journal of Modern Linguistics,2(02), 57. Nunan, D., Richards, J. C. (Eds.). (2015).Language learning beyond the classroom. Routledge. Purpura, J. E. (2013).Assessing grammar. John Wiley Sons, Inc.. Rutherford, W. E. (2014).Second language grammar: Learning and teaching. Routledge. Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture.ReCALL,25(2), 286-301. Uysal, H. H., Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?.South African Journal of Education,34(1), 1-16. Vazirabad, A. F. (2013). The use of games to foster fluency among ESL learners.International Education Studies,6(4), 205. Wang, S., Smith, S. (2013). Reading and grammar learning through mobile phones.Language Learning Technology,17(3), 117-134.