Understanding on-screen reading behaviors in academic contexts: a case study of five graduate English-as-a-second-language students

Chou, I-Chia

doi:10.1080/09588221.2011.597768

Cited by 38 publications

(31 citation statements)

References 41 publications

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“…E‐books have entered postsecondary English as a second language (ESL) programs, and they are becoming common among students, who typically require many books for their academic classes. Even if students report that they do not prefer e‐books, they use them because they find them to be necessary or much more practical (Chou, ). However, researchers have not yet reached a consensus on whether e‐books are beneficial, neutral, or detrimental to the second language (L2) reading experience.…”

Section: Introductionmentioning

confidence: 99%

“…Kol and Schcolnik () found that, after training ESL students how to read on screen, there was no difference in reading comprehension between e‐texts or paper texts, which suggests no additional value but no harm in using e‐books. However, others have found that reading with e‐books lowers comprehension (Lam, Lam, Lam, & McNaught, ), limits strategy use (Chou, ), and causes eye fatigue and lower reading performance (Kang, Wang, & Lin, ). This ongoing conversation is the impetus for the current study, which investigates the impacts of e‐books on ESL reading comprehension and strategy use.…”

Section: Introductionmentioning

confidence: 99%

“…Scholars have made optimistic projections about the potential of e‐books. For example, Kol & Schcolnik () and Chou () believe that paper‐based books will become a secondary source in academia and that e‐books will become mainstream. This may be because of the e‐books’ continually improving accessibility, portability, storage, cross‐referencing, screen resolution, readability, and text manipulation features, such as underlining.…”

Section: Introductionmentioning

confidence: 99%

“…Digital libraries are becoming exceedingly common, and book publishers are allowing users to buy and loan digital books from personal computers (Kol & Schcolnik, ). Even if students report that they do not prefer e‐books, they use them because the find them necessary or much more practical (Chou, ). Despite these predictions, there are very few studies regarding how electronic reading impacts L2 students in academia (Anderson, ).…”

Section: Introductionmentioning

confidence: 99%

“…Academic reading ability is considered to be one of the most essential skills for university students (Chou, ). ESL reading comprehension is affected by many factors, such as proficiency level, specific reading skills (or strategies), and reading purpose (Evans, Hartshorn, & Anderson, ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

Isaacson

2017

TESOL Journal

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The use of e‐books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e‐books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research by investigating the impacts of contemporary e‐books on ESL strategy use and reading comprehension, in comparison to paper texts. Twenty‐two high‐intermediate ESL participants were separated evenly into a paper text group and an e‐book group. They were given pretests, support strategy mini‐lessons, reading sessions with observation, posttests, surveys, and delayed posttests. Independent‐sample t‐tests revealed no significant difference between the groups’ reading comprehension rates; however, reading strategy use and frequency varied between groups. Though the majority of e‐book participants had not previously used e‐books for learning, they reported preferring them over paper texts after the reading sessions were completed. The study's findings offer some support for the incorporation of e‐books in ESL curricula. In addition, the findings suggest that instructors provide e‐book strategy lessons to students so they can appropriate the technology effectively.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

Isaacson

2017

TESOL Journal

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Effects of Incorporating a Topic-Scanning Guiding Mechanism in E-books on EFL Reading Comprehension, Learning Perceptions, and Reading Behaviors

Chen

Ogata

Hwang

et al. 2020

Communications in Computer and Information Science

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Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development

Xodabande

Hashemi

2022

Educ Inf Technol

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The current study examined the use of electronic textbooks designed as mobile applications for learning vocabulary in English among Iranian university students. To this end, 95 university students in an experimental (N = 50) and a control group (N = 45) participated in the study. An explanatory sequential mixed methods design was employed and over an academic semester, the participants used either traditional materials or mobile-based electronic textbooks for learning 600 words in English. To assess the outcomes from different learning conditions, receptive knowledge of the target vocabulary items was tested in three junctures of time (i.e. pre-, post-, and delayed post-test). Additionally, open-ended questionnaires and interviews were used to collect qualitative data from the experimental group to further investigate their perceptions of using mobile-based electronic textbooks for vocabulary learning. The findings revealed a significant main effect for time and both groups significantly improved their vocabulary knowledge from pre-test to post-test. Moreover, a significant main effect was found for using electronic textbooks on mobile devices, and the experimental group outperformed the control group on the post- and delayed post-tests. The qualitative findings revealed three perceived benefits, namely episodic learning , easy access to materials , and enhanced enjoyment for mobile assisted vocabulary learning through electronic textbooks. The perceived challenges were related to health concerns , distractions associated with mobile environments , and external pressure resulting from excessive mobile use among the participants. In general, the findings of the study shed light on the potential offered by mobile-based textbooks for learning English vocabulary, with implications for teachers and materials developers in language teaching programs.

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Understanding on-screen reading behaviors in academic contexts: a case study of five graduate English-as-a-second-language students

Cited by 38 publications

References 41 publications

The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

The impact of interface on ESL reading comprehension and strategy use: A comparison of e‐books and paper texts

Effects of Incorporating a Topic-Scanning Guiding Mechanism in E-books on EFL Reading Comprehension, Learning Perceptions, and Reading Behaviors

Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development

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