Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes

2021 ◽  
Vol 13 (3) ◽  
pp. 71-90
Author(s):  
Aysegul Liman Kaban
Keyword(s):  
Reading Comprehension ◽  
Book Reading ◽  
Reading Practices ◽  
Educational Settings ◽  
Recreational Reading ◽  
Digital Revolution ◽  
Efl Learners ◽  
Electronic Reading ◽  
Printed Books ◽  
Students Attitudes

The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.

Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes

2021 ◽  
pp. 54-74
Author(s):  
Aysegul Liman Kaban
Keyword(s):  
Reading Comprehension ◽  
Reading Practices ◽  
Educational Settings ◽  
Recreational Reading ◽  
Digital Revolution ◽  
Efl Learners ◽  
Electronic Reading ◽  
Printed Books ◽  
Data Collection Process ◽  
Group Interviews

The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of the primary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and its influence on reading comprehension performance in an EFL class. Focus group interviews were conducted to support the data collection process in terms of students' and teachers' digital attitudes. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive digital attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to increase the digital attitude of the students in educational settings.

scholarly journals Librarians’ book talks for children: An opportunity for widening reading practices?

2020 ◽  
pp. 146879842096494
Author(s):  
Catarina Schmidt
Keyword(s):  
Reading Comprehension ◽  
Children's Literature ◽  
Language Use ◽  
Children’S Literature ◽  
Early Years ◽  
The Other ◽  
Reading Engagement ◽  
Growing Up ◽  
Reading Practices ◽  
Printed Books

The importance of supporting children’s reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This paper draws on a Swedish study of librarians’ book talks with eight-year-old students in Grade 2 and their teachers, and the views these participants express on reading and children’s literature. The methods used were observation and interview. In the analysis, different views appear regarding what reading is and might mean, such as the role that children’s literature plays in this. The results indicate two prominent narratives regarding reading, where one has a clear emphasis on being able to read and where the other stresses the pleasure of reading. Both these discourses display a narrowness regarding genres other than fiction literature, languages other than Swedish, and formats other than printed books. Further, an image of the reading child as an individual reader appears in both discourses. The results highlight the need for a broader approach that integrates functional reading with processes of reflection and active language use, drawing on the content in children’s literature, with an awareness of multilingual considerations. It is argued that children’s literature plays an important role in children developing a view of themselves as readers, and discovering that there are many ways to be a reader.

scholarly journals EFL Students’ Personalized Reading Experiences and its Influence on Engagement and Online Presences

2021 ◽  
Vol 9 (4) ◽  
pp. 196-209
Author(s):  
Aysegul Liman Kaban
Keyword(s):  
Reading Comprehension ◽  
Learning Analytics ◽  
Peer Interactions ◽  
Reading Program ◽  
Book Reading ◽  
Factors Affecting ◽  
Electronic Reading ◽  
English Reading ◽  
Screen Reading ◽  
Efl Students

These days, screen reading has been widely adopted and discussed by school teachers and researchers. However, few studies have been conducted to formally evaluate the effectiveness of screen reading in improving EFL students’ English reading comprehension, not to mention investigating the factors affecting their reading comprehension outcomes. In this study, a personalized electronic reading approach was proposed for an EFL reading comprehension course; moreover, a learning analytics approach was used to analyze factors affecting the students’ personalized reading comprehension outcomes. A 14-week research design was implemented with the online personalized reading approach using Microsoft Teams as the platform for facilitating and recording peer-to-peer interactions during the screen reading process. In addition, the STUDENTS’ perceptions were surveyed at the end of the 14 weeks. The results show that the experimental group was more engaged and motivated with the use of a personalized e-book reading program and that the group with personalized feedback showed more interaction according to learning analytics data which was collected through the LMS.

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals Digital revolution and place of printed books

2021 ◽  
pp. 8-11
Author(s):  
Maciej Zweiffel
Keyword(s):  
Reading Comprehension ◽  
Point Of View ◽  
Digital Environment ◽  
Online Publishing ◽  
Digital Revolution ◽  
Crucial Question ◽  
Printed Books ◽  
Subjective Context

“Digital-first” seems to be a crucial idea of our time. From the practical, economic, and even ecological point of view printed books are not the best solution. But still, this practice exists. This survey aims to answer, why in the digital environment occurs the textual niche. Is it a kind of relic or something which is deeply connected with human reading comprehension and the quality of text experience? To solve this problem will be used case study and cognitive methods. The crucial question for the presented paper is whether printed (codex) books and their reading means a form of distributing texts which will be progressively declining under pressure in the digital revolution (Q1). To answer this question, it is necessary to describe the current situation of traditional printing and also raise the question of printed documents especially printed and codex books have any features which cannot be replaced by online publishing (Q2). In the second question, one should take into account the cultural and subjective context of reading or possessing printed books.

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