Perceptions of EFL students on e-book based extensive reading at a tertiary level
Keywords:
Extensive reading, IELTS Speaking Test, self-confidence, attitudes towards learning English.
Abstract
Printed reading texts have been transformed drastically which allows readers to read books in an electronic format flexibly. Reading e-books extensively has received much attention globally thanks to their advantages such as portability, convenience and affordability. Likewise, the popularity of extensive reading programs has increased dramatically. Correspondingly, the number of publications related to e-books and extensive reading has risen tremendously which has urged the researcher to combine both in a single study. In this respect, the current study was conducted to pinpoint the perceptions of students who joined an e-book based extensive reading program at TISHK International University within 2022-2023 Academic Year in Erbil, Iraq. 50 freshman students were chosen by adopting convenience sampling method, and the data were collected via an extensive questionnaire, a survey and interview. The data collection process which included the instruments of a mixed methods design within 11 weeks through SPSS 23 and NVivo revealed that e-book based extensive reading improved students’ performance, increased their motivation, facilitated overcoming language learning anxiety and changed overall attitudes towards learning English with reading e-books extensively. The findings of this study can have some implications for researchers who are planning to conduct an e-book-based ER instruction at their institutions.
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References
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Celik, B. (2019). The role of extensive reading in fostering the development of grammar and vocabulary knowledge. International Journal of Social Sciences & Educational Studies, 6(1), 215-223.
Daskan, A., & Yildiz, Y. (2020). A simultaneous dual focus on form and meaning to enhance language learning. International Journal of Social Sciences & Educational Studies, 7(4), 59-63.
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Dewey, J. (1938). Experience and education. New York: Macmillan
Dhakal, K. (2022). NVivo. Journal of the Medical Library Association, 110(2), 270-272.
Dickinson, P. (2017). Effects of extensive reading on EFL learner reading attitudes. In Selected papers of the 21st conference of Pan-Pacific association of applied linguistics (pp. 28-35). http://paaljapan.org/conference2016/pdfs/04.pdf
Fatimah, A. S., Marlina, N., & Dewi, N. S. N. (2022). Scrutinizing Activities in Online Extensive Reading Classroom: Highlighting Students’ Voice. AL-ISHLAH: Journal of Education, 14(3), 2993-3006.
Fraser, M., & Abbott, M. (2016). Using electronic readers: Action research in an intermediate adult ESL class. The Canadian Journal of Action Research, 17(2), 3-18.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(1), 355-382. doi:10.3138/cmlr. 61.3.355
Huang, H. C. (2013). E-reading and e-discussion: EFL learners' perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Hussein Hakeem Barzani, S. (2020). Kurdish efl students’ attitudes and preferences toward extensive reading. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 8192-8207.
Isaqjon, T. (2022). Strategies and techniques for improving EFL learners’ reading skills. Involta Scientific Journal, 1(11), 94-99.
Iwata, A. (2022). The Effectiveness of Extensive Reading (ER) on the Development of EFL Learners’ Sight Vocabulary Size and Reading Fluency. The Reading Matrix: An International Online Journal, 22(2), 74-91.
Jang, H., Kang, M., & Kim, Y. (2015). The effect of English extensive reading activities on students reading proficiency and reading motivation. Advanced Science and Technology Letters, 92(1), 92-95.
Kara, S. (2020). Letting Smartphones at Class Times: Does It Matter in Learning Process? International Journal of Social Sciences & Educational Studies, 7(1), 78-87.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students? Amazonia Investiga, 11(56), 196-209. https://doi.org/10.34069/AI/2022.56.08.20
Kargar, A. A. (2013). Investigating the effect of scaffolded extensive reading as an anxiety reducing strategy in an Iranian EFL context. International Journal of Foreign Language Teaching and Research, 1(1), 35-44.
Keita, Y. (2022). An Exploratory Study of an Extensive Reading Program with Xreading in a Japanese University. ICU Language Research Bulletin, 37(1), 24-34. https://doi.org/10.34577/00005194
Kirchhoff, C., & Mision, M. (2022). Audio-assisted Extensive Reading: Learners’ Experience and Attitudes. The Reading Matrix: An International Online Journal, 22(2), 1-12.
Klassen, J., & Allen, D. M. (2017). Assessing the risk of saltwater intrusion in coastal aquifers. Journal of Hydrology, 551, 730-745.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Krashen, S. D., & Terrell, T. (1983). Natural approach (pp. 20-20). New York: Pergamon.
Kumar, K. V., & Palukuri, V. (2022). Does Instructions Enhance Reading Comprehension Abilities in the ESL Classroom? Journal of Positive School Psychology, 6(2), 5755-5758.
Kuru Gönen, S. İ., & Zeybek, G. (2022). Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions. Education and Information Technologies, 27(2), 2039-2057.
Mart, C. T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2(6), 91-96.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation. Psychology Press.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York, NY: Routledge.
Nkomo, S. A. (2020). Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice. Per Lingua: A Journal of Language Learning = Per Lingua: Volume for Language Learning, 36(2), 126-137.
Noor, A. M., Ali, R. M. M., Bakar, Z. A., & Amin, A. R. M. (2012). Teachers-Perceptions on the Use of E-Books as Textbooks in the Classroom. International Journal of Educational and Pedagogical Sciences, 6(10), 2638-2644.
Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford, England: Macmillan Education.
Pattuelli, M. C., & Rabina, D. (2010, May). Forms, effects, function: LIS students' attitudes towards portable e‐book readers. In Aslib Proceedings (Vol. 62, No. 3, pp. 228-244). Emerald Group Publishing Limited.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom (pp. 97-110). Springer International Publishing.
Robb, T., & Kano, M. (2013). Effective ex-tensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247.
Takase, A. (2009). The effects of different types of extensive reading materials on reading amount, attitude and motivation. Extensive reading in English language teaching, 7(1), 451-465.
Tanaka, M. (2017). Factors affecting motivation for short in-class extensive reading. Journal of Asia TEFL, 14(1), 98-113.
Turel, Y. K., & Sanal, S. O. (2018). The effects of an ARCS based e-book on student's achievement, motivation and anxiety. Computers & Education, 127, 130-140.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Vygotsky, L. (2011). Interaction between learning and development. Reading on the Development of Children, 7(1), 34-40. Retrieved from: https://ia.eferrit.com/ea/a6589cd862231ed3.pdf
Waller, D. (2013). Current Advantages and Disadvantages of Using E-Textbooks in Texas Higher Education. FOCUS on Colleges, Universities & Schools, 7(1), 1-6.
Yildiz, Y. (2019). EFL learners’ needs in preparatory schools and supplementary techniques to improve their language proficiency. International Journal of Academic Research in Business and Social Sciences, 9(1), 586-596.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y., & Yucedal, H. M. (2020). Learner autonomy: A central theme in language learning. International Journal of Social Sciences & Educational Studies, 7(3), 208-212.
Zhou, J., & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125. http://hdl.handle.net/10125/67395
Al-Jarf, R. (2022). Mobile Fiction Apps for Enhancing EFL Students' Reading and Appreciation Skills. International Journal of Linguistics Studies, 2(2), 15-23.
Alsadoon, H. (2020). Obstacles to using E-books in higher education. International Journal of Education and Literacy Studies, 8(2), 44-53.
Celik, B. (2018). Effects of extensive reading on learners: How it develops certain points in vocabulary and sentence structure. International Journal of English Linguistics, 8(2), 73-84.
Celik, B. (2019). The role of extensive reading in fostering the development of grammar and vocabulary knowledge. International Journal of Social Sciences & Educational Studies, 6(1), 215-223.
Daskan, A., & Yildiz, Y. (2020). A simultaneous dual focus on form and meaning to enhance language learning. International Journal of Social Sciences & Educational Studies, 7(4), 59-63.
Day, R. R. (2018). Extensive reading. In J. I. Liontas, T. International Association & M. Delli Carpini, (Eds.), The TESOL encyclopedia of English language teaching (pp.1-7). https://doi.org/10.1002/ 9781118784235.eelt0472
Dewey, J. (1938). Experience and education. New York: Macmillan
Dhakal, K. (2022). NVivo. Journal of the Medical Library Association, 110(2), 270-272.
Dickinson, P. (2017). Effects of extensive reading on EFL learner reading attitudes. In Selected papers of the 21st conference of Pan-Pacific association of applied linguistics (pp. 28-35). http://paaljapan.org/conference2016/pdfs/04.pdf
Fatimah, A. S., Marlina, N., & Dewi, N. S. N. (2022). Scrutinizing Activities in Online Extensive Reading Classroom: Highlighting Students’ Voice. AL-ISHLAH: Journal of Education, 14(3), 2993-3006.
Fraser, M., & Abbott, M. (2016). Using electronic readers: Action research in an intermediate adult ESL class. The Canadian Journal of Action Research, 17(2), 3-18.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(1), 355-382. doi:10.3138/cmlr. 61.3.355
Huang, H. C. (2013). E-reading and e-discussion: EFL learners' perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281.
Hussein Hakeem Barzani, S. (2020). Kurdish efl students’ attitudes and preferences toward extensive reading. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 8192-8207.
Isaqjon, T. (2022). Strategies and techniques for improving EFL learners’ reading skills. Involta Scientific Journal, 1(11), 94-99.
Iwata, A. (2022). The Effectiveness of Extensive Reading (ER) on the Development of EFL Learners’ Sight Vocabulary Size and Reading Fluency. The Reading Matrix: An International Online Journal, 22(2), 74-91.
Jang, H., Kang, M., & Kim, Y. (2015). The effect of English extensive reading activities on students reading proficiency and reading motivation. Advanced Science and Technology Letters, 92(1), 92-95.
Kara, S. (2020). Letting Smartphones at Class Times: Does It Matter in Learning Process? International Journal of Social Sciences & Educational Studies, 7(1), 78-87.
Kara, S., & Yildiz, Y. (2022). From a commodity to addiction: Are mobile phones valuable commodities or sources of addiction for freshman students? Amazonia Investiga, 11(56), 196-209. https://doi.org/10.34069/AI/2022.56.08.20
Kargar, A. A. (2013). Investigating the effect of scaffolded extensive reading as an anxiety reducing strategy in an Iranian EFL context. International Journal of Foreign Language Teaching and Research, 1(1), 35-44.
Keita, Y. (2022). An Exploratory Study of an Extensive Reading Program with Xreading in a Japanese University. ICU Language Research Bulletin, 37(1), 24-34. https://doi.org/10.34577/00005194
Kirchhoff, C., & Mision, M. (2022). Audio-assisted Extensive Reading: Learners’ Experience and Attitudes. The Reading Matrix: An International Online Journal, 22(2), 1-12.
Klassen, J., & Allen, D. M. (2017). Assessing the risk of saltwater intrusion in coastal aquifers. Journal of Hydrology, 551, 730-745.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Krashen, S. D., & Terrell, T. (1983). Natural approach (pp. 20-20). New York: Pergamon.
Kumar, K. V., & Palukuri, V. (2022). Does Instructions Enhance Reading Comprehension Abilities in the ESL Classroom? Journal of Positive School Psychology, 6(2), 5755-5758.
Kuru Gönen, S. İ., & Zeybek, G. (2022). Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions. Education and Information Technologies, 27(2), 2039-2057.
Mart, C. T. (2012). Developing speaking skills through reading. International Journal of English Linguistics, 2(6), 91-96.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation. Psychology Press.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York, NY: Routledge.
Nkomo, S. A. (2020). Implementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice. Per Lingua: A Journal of Language Learning = Per Lingua: Volume for Language Learning, 36(2), 126-137.
Noor, A. M., Ali, R. M. M., Bakar, Z. A., & Amin, A. R. M. (2012). Teachers-Perceptions on the Use of E-Books as Textbooks in the Classroom. International Journal of Educational and Pedagogical Sciences, 6(10), 2638-2644.
Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford, England: Macmillan Education.
Pattuelli, M. C., & Rabina, D. (2010, May). Forms, effects, function: LIS students' attitudes towards portable e‐book readers. In Aslib Proceedings (Vol. 62, No. 3, pp. 228-244). Emerald Group Publishing Limited.
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom (pp. 97-110). Springer International Publishing.
Robb, T., & Kano, M. (2013). Effective ex-tensive reading outside the classroom: A large-scale experiment. Reading in a Foreign Language, 25(2), 234-247.
Takase, A. (2009). The effects of different types of extensive reading materials on reading amount, attitude and motivation. Extensive reading in English language teaching, 7(1), 451-465.
Tanaka, M. (2017). Factors affecting motivation for short in-class extensive reading. Journal of Asia TEFL, 14(1), 98-113.
Turel, Y. K., & Sanal, S. O. (2018). The effects of an ARCS based e-book on student's achievement, motivation and anxiety. Computers & Education, 127, 130-140.
Ulker, U., Ulker, V., Celik, B., Yildiz, Y., & Bilgin, R. (2021). E-Book Reading Genre Preferences of Teachers Teaching in Foreign Languages in Private Schools (Case Study/Iraq). International Journal of Social Sciences & Educational Studies, 8(4), 158-170.
Vygotsky, L. (2011). Interaction between learning and development. Reading on the Development of Children, 7(1), 34-40. Retrieved from: https://ia.eferrit.com/ea/a6589cd862231ed3.pdf
Waller, D. (2013). Current Advantages and Disadvantages of Using E-Textbooks in Texas Higher Education. FOCUS on Colleges, Universities & Schools, 7(1), 1-6.
Yildiz, Y. (2019). EFL learners’ needs in preparatory schools and supplementary techniques to improve their language proficiency. International Journal of Academic Research in Business and Social Sciences, 9(1), 586-596.
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Yildiz, Y., & Yucedal, H. M. (2020). Learner autonomy: A central theme in language learning. International Journal of Social Sciences & Educational Studies, 7(3), 208-212.
Zhou, J., & Day, R. R. (2021). Online extensive reading in EAP courses. Reading in a Foreign Language, 33(1), 103-125. http://hdl.handle.net/10125/67395
Published
2023-04-30
How to Cite
Shareef, L. A. (2023). Perceptions of EFL students on e-book based extensive reading at a tertiary level. Amazonia Investiga, 12(63), 134-147. https://doi.org/10.34069/AI/2023.63.03.12
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