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.
In the context of students' evaluation of teachers in higher education, this paper examines the perspectives of students and faculty members in the English Department in the college of Basic education (CBE) in the State of Kuwait. The study is based on a survey that covered 320 students and 19 members of staff in the English department. The study was based on a 20 statements questionnaire; in addition to two open ended questions. The data collected was analyzed through the use of SPSS, and the open-ended questions were analyzed manually. The findings reveal a general agreement on several academic and structural issues concerning the evaluation form. Both students and teachers expressed their views in detail concerning the evaluation process. Finally, a number of recommendations based on the students' and teachers' perspectives will be given in order to make the students' evaluation of teachers more valuable and beneficial.
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