Reading and Writing Experiences of Middle School Students in the Digital Age: Wattpad Sample

Abstract

This study aimed to determine the in-school and out-of-school reading and writing experiences of middle school students. This study used phenomenology from qualitative research methods. All 12 participants (8 female, 4 male) were middle school grade 6 students. Various data collection techniques were employed: a survey and a semi-structured interview about the use of Wattpad, a semi-structured interview about the Turkish language subject, a semi-structured interview about the relationship between in-school and out-of-school reading and writing experiences, a diary of the students’ Wattpad reading list, a diary of the students’ Wattpad writing list, and the texts written by the students on Wattpad. Data collection lasted 16 weeks. The data collected from the survey questionnaire were analyzed descriptively. The data from the semi-structured interviews and diaries were analyzed using content analysis. The results indicated that most of the participants had a negative perception of in-school reading. Similar conclusions were drawn from the results in-school writing because most of the participants felt restricted and under pressure during the in-school writing process. Wattpad was considered a venue where participants can express themselves comfortably. The participants shared positive experiences characterized by willingness, diversity, meaningfulness, and entertainment. By contrast, in-school reading evoked negative experiences, such as feeling obliged, bored, and restricted, and perceiving the activity as meaningless. Out-of-school writing experiences were determined to promote internal motivation, to develop self-expression of one’s anxiety and enjoyment alike, and to develop digital writing skills in out-of-school writing experiences. Overall, no relationship was found between in-school and out-of-school reading and writing experiences.

Education, Technology and Creative Industry: A Case Study of Wattpad

“…Comparing the results obtained with those of foreign studies on Wattpad and similar tools, such as those of Bal (2018), Aytan (2017) and Marcial (2016), we can deduce that the application has pedagogical potential. Nonetheless, as we have stressed, digital technology cannot be underutilized as an additional pedagogical tool, of a secondary nature, because this atrophies the competences that should be stimulated.…”

Using Wattpad to Promote the Students’ Responses to Literary Works: EFL College Students’ Perspectives and Experiences of Enjoying Short Stories

“…It means Wattpad can help students in learning literary. Then same as (Bal, 2018) argue that Wattpad was considered a venue where participants can express themselves comfortably.…”

The Determination On The Reading-Writing Attitude And Information-Communication Technologies Competency Perceptions Of The Preservıce Teachers Who Experience In Preparing The Children’s Book With The Use Of Wattpad

“…Bu çalışmada, gerçekleştirdiğimiz çalışmamızın sonucuna paralel olarak uygulamanın öğrencilere okuma ve yazma alışkanlığı kazandırdığı ve bu becerilerini geliştirdiğine yönelik bir sonuç da elde edilmiştir. Bal (2018) tarafından gerçekleştirilen "Dijital çağda ortaokul öğrencilerinin okuma ve yazma deneyimleri: Wattpad örneği" adlı çalışma, ortaokul öğrencilerinin okulda ve okul dışında Wattpad aracını kullanarak okuma ve yazma deneyimlerini belirlemek amacıyla gerçekleştirilmiştir. Çalışma sonucunda, öğrencilerin okulda ve okul dışında okuma-yazma deneyimleri arasında fark olmasa da onların okulda okuma ve yazma etkinliğini sıkıcı bulduğu, kendilerini sınırlandırılmış, baskı altında hissettiği sonuçları elde edilmiştir.…”