Does E-Reading Enhance Reading Fluency?

Autor/inn/en	Akbar, Rahima S.; Taqi, Hanan A.; Dashti, Abdulmohsin A.; Sadeq, Taiba M.
Titel	Does E-Reading Enhance Reading Fluency?
Quelle	In: English Language Teaching, 8 (2015) 5, S.195-207 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Fluency; Electronic Publishing; Educational Technology; Technology Uses in Education; English (Second Language); Second Language Instruction; Females; College Freshmen; Reading Rate; Student Attitudes; Reading Attitudes; Diaries; Questionnaires; Qualitative Research; Statistical Analysis; Foreign Countries; Kuwait + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Weibliches Geschlecht; Studienanfänger; Reading readiness; Reading speed; Lesegeschwindigkeit; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Diary; Tagebuch; Fragebogen; Qualitative Forschung; Statistische Analyse; Ausland
Abstract	Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to traditional book-reading in an ESL context. It aims at providing answers as to how e-book reading affects the students' reading rate, their reading comprehension, and their attitudes to reading. A group of 40 freshman female students studying in the College of Basic Education, in the English Department participated in the study. Students' writing diaries together with two questionnaires made up the tools of the study. The data was analyzed both quantitatively and qualitatively. The findings indicate that e-reading may accelerate the progress of the students' reading rate, which might be due to the utilization of the reading application features that trains the students to practice faster rates of reading. As for the comprehension level, the students reported lower levels when they read from an e-resource. On the other hand, the students' attitudes towards e-reading tend to be less positive when compared to conventional book reading, due to a number of extraneous factors that were not part of the inherent nature of the e-reading activity. Future studies on e-reading, whereby confounding factors will be rigorously controlled for are highly recommended to reach out more conclusive findings on the matter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01