The importance of digital reading practices for medical students learning English distantly in the situation of the COVID-19 pandemic

2021 ◽  
pp. 49-56
Author(s):  
Ludmila V. Gukina
Keyword(s):  
Medical Students ◽  
Reading Practices ◽  
Digital Reading ◽  
Learning English

scholarly journals Analysis of academic self-efficacy of medical students learning English for specific purposes

2021 ◽  
Vol 74 (3-4) ◽  
pp. 74-82
Author(s):  
Stasa Djokic ◽  
Nina Brkic-Jovanovic ◽  
Zoran Marosan ◽  
Vuk Markovic
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
English For Specific Purposes ◽  
Grade Point ◽  
Academic Tasks ◽  
Novi Sad ◽  
Academic Self Efficacy ◽  
Learning English

Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical students who learn English for Specific purposes at the Faculty of Medicine of the University of Novi Sad, with respect to their gender, year of study, grade achieved in the previous course in English, and the length of learning English before enrolling in the Faculty. Material and Methods. The study included 58 medical students. The researchers used the College Academic Self-Efficacy Scale questionnaire developed by Owen and Froman (1988) to assess academic self-efficacy. Results. Three significant factors were identified: general self-competence, communication with the professor, and attendance at lectures, with general self-competence being the most significant factor. Considering the independent variables, only the grade showed statistical significance. Establishing the grade as such a significant predictor can be explained by the fact that good grades and a high grade point average are presented as very desirable outcomes. However, a good grade does not necessarily mean having better knowledge or correct use of language. Conclusion. Further research into this topic is necessary, with expanding the number of participants, study programs and variables.

scholarly journals Digital reading for teaching and learning

2019 ◽  
pp. 76-83 ◽  
Author(s):  
Yu. P. Melenteva
Keyword(s):  
Academic Libraries ◽  
Teaching And Learning ◽  
The Other ◽  
Digital Environment ◽  
Reading Practices ◽  
Digital Reading ◽  
Writing Systems ◽  
Writing Practices ◽  
Civilizing Process

The term “digital reading” is defined. The author proves that digital reading is a natural stage of reading evolution as a civilizing process. Being “the other side” of writing, reading has been reflecting the changes of 5 thousand years of its history. The reading practices have been changing with changing writing practices. Today, as soon as the writing systems has been increasingly digitized and obtained some media features, the reading has been modifying itself, too.Digital reading has become introduced into the sphere of learning and education. Firstly, it is due to the education sector being intensively digitized, and secondly, because the text (which means reading, too) forms the basis for education.The author examines both advantages and risks of digital reading, in particular that of the hypertexts. She argues that student’s mastering digital reading requires to be supported by “a competent adult”. That is why the role of the libraries, and in particular, children’s, school, or academic libraries working in the digital environment, has been significantly increasing.

How We Read Now

2021 ◽  
Author(s):  
Naomi S. Baron
Keyword(s):  
Habits Of Mind ◽  
Reading Practices ◽  
Digital Reading ◽  
Policy Makers ◽  
Digital Revolution ◽  
Practical Applications ◽  
Pleasure Reading ◽  
Collaborative Studies ◽  
Student Reading ◽  
The Impact

The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.

Strategizing Reading in a Digital World

2021 ◽  
pp. 201-212
Author(s):  
Naomi S. Baron
Keyword(s):  
Digital Technology ◽  
Digital Technologies ◽  
Reading Practices ◽  
Digital Reading ◽  
Digital World ◽  
Important Development ◽  
Print Reading

Chapter 9 considers how reading practices are embedded in broader societal trends, especially those involving digital technology. One important development is a move from the durable to the ephemeral. This transformation is reflected in progressively choosing experiences over possessions. It also surfaces in acquiring digital over physical versions of possessions, even though users judge the physical as more valuable. Growing use of digital technologies may be leading readers using print to adopt the mindset typically associated with reading digitally. We have seen from the research that digital reading is often shallow and done quickly, frequently while multitasking. Is this the fate of print reading as well? Already some readers report print reading is boring, compared with the potential entertainment opportunities with digital. The chapter closes with suggestions for both print and digital reading in a digital world, including Maryanne Wolf’s model of biliteracy.

Exploring the influence of parents’ home reading practices on emergent literacy

2021 ◽  
Vol 54 (1) ◽  
pp. 195-213
Author(s):  
Annaly M. Strauss ◽  
Keshni Bipath
Keyword(s):  
Emergent Literacy ◽  
Literacy Development ◽  
Null Hypothesis ◽  
Language And Literacy ◽  
Reading Practices ◽  
Digital Reading ◽  
Home Reading ◽  
Gender Education ◽  
Language And Literacy Development ◽  
The Relationship

The purpose of this article is to explore the correlation between Namibian preprimary and Grade 1 parents’ demographic  characteristics and print and digital reading practices in home environments. A quasi-experimental descriptive research design wasselected to launch this investigation in the Khomas region. Survey data documented the relationship between parents’ demographic  variables and print and digital reading behaviours. The study tested the null-hypothesis (Hₒ: u1 = u2) and non-directional hypothesis (Hₒ: X1 ≠X2). The underlying assumption is that parents home reading practices positively impact children’s early language and literacy development. The findings reveal that there is no significant relationship between age, gender, education, family size, and employmentstatus, with print and digital reading behaviours that influence children’s emergent language and literacy development in home  environments. In a Chi-Square test, the null hypothesis was rejected for age, gender, education, family size, and employment status, but retained and positively correlated to marital status, child reading behaviour, and parents’ book, magazine and newspaper reading behaviour. The implication is that when parents buy print materials for home reading purposes and engage their children in  pleasurable reading experiences, their children are more likely to be supported at home to influence favourable language and literacy outcomes in school. The study contributes to family literacy literature and highlights the relationship between parents’ reading  behaviours and children’s emergent language and literacy development. Keywords: emergent literacy, home environment, parents, print and digital reading, reading behaviours, socioeconomic status

scholarly journals Literacy Problems in the New Digital Reality (by the Example of Schoolchildren)

2020 ◽  
Vol 8 (1) ◽  
pp. 93-105
Author(s):  
Tamara N. Lombina ◽  
Valery A. Mansurov ◽  
Olesya V. Yurchenko
Keyword(s):  
Pilot Study ◽  
Educational System ◽  
Reading Skills ◽  
Fourth Grade ◽  
The Internet ◽  
Reading Practices ◽  
Digital Reading ◽  
Digital Format ◽  
Fourth Grade Students ◽  
Level Of Understanding

The article centers on the problems of reading in the new digital reality associated with the appearance of texts of a new digital format and the changed reading practices. This issue becomes topical, as digital reading starts to prevail over traditional which affects individual readers and the educational system. We conducted a pilot study of the reading skills of fourth-grade students (106 people) and analysed their reading practices. Testing according to the method of L. Yasyukova showed that most pupils (70%) have incomplete reading skills. Our respondents spend more time on digital reading (searching for information and communicating with friends on the Internet) as compared to reading paper books. In classes where pupils spend more time on the Internet, a larger percentage of pupils showed incomplete reading skills. Based on the data obtained, we formulated a hypothesis that requires further verification. The time spent by pupils on the Internet and the amount of digital reading may affect the level of understanding of texts on paper.

scholarly journals Factors Influencing Digital Reading Behaviour of Students

2020 ◽  
Vol 40 (05) ◽  
pp. 313-320
Author(s):  
Mohamed Haneefa K ◽  
Divya P
Keyword(s):  
Female Students ◽  
Male Students ◽  
The Internet ◽  
Reading Practices ◽  
Digital Reading ◽  
Font Size ◽  
Postgraduate Students ◽  
Factors Influencing ◽  
Different Types ◽  
E Learning

The main aim of the study was to explore the factors influencing digital reading behavior of students. A survey with stratified random sample of 588 postgraduate students from the teaching departments of the universities in Kerala was used to conduct the study. The analysis revealed that majority of the students opined that with the availability of laptop, mobile phone and the Internet, their digital reading increases. There exists significant gender difference in the opinion of the students about the features like save, download, search, find and bookmark that helped them to read digitally. About half of the students mentioned that the factors like font size, text layout, type face and background colour are highly influencing while reading digitally. The students also responded that digital reading increases their selective reading, superficial reading, interactive reading, and decreases their in-depth reading, concentrated reading and sustained attention. Male students have significantly higher influence of e-resources on their reading practices than those of female students. This study is useful for professionals who are developing e-contents, e-resources and different types of e-learning interfaces

scholarly journals Literacy Problems in the New Digital Reality (By the Example of Schoolchildren). Part I

2019 ◽  
Vol 7 (4) ◽  
pp. 97-107
Author(s):  
Tamara N. Lombina ◽  
Valery A. Mansurov ◽  
Olesya V. Yurchenko
Keyword(s):  
Social Sciences ◽  
Empirical Study ◽  
Education System ◽  
Reading Practices ◽  
Digital Reading ◽  
Modern Education ◽  
The Social ◽  
Fourth Grade Students ◽  
Screen Reading ◽  
Printed Text

Linear printed text and nonlinear hypertext compete for the attention of children and adults. The article will focus on the problems of reading in the new digital reality associated with the emergence of new format texts and changing reading practices. This issue is becoming relevant, as digital reading begins to prevail over traditional, which has an impact on individual readers and on the education system as a whole. This problem remains insufficiently studied in the social Sciences. The first part of the article discusses the possible social and pedagogical consequences of the transition to digital reading in education. A review of scientific research on the problem shows that children understand texts better if they read them on paper. One reason for this is the different purposes with which we read printed and digital texts. Screen reading is more often a means to communicate or to find information, with the result that the mechanism of digital reading can be defined as «read-slip» as opposed to a slower, thoughtful immersion in printed text. The modern education system should provide conditions for the formation of double literacy: traditional and new, which will allow to understand the deep and complex things presented in digital and printed format. The results of the empirical study of reading practices of fourth grade students will be presented in the second part of the article.

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