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Effects of E-Books and Printed Books on EFL Learners’ Reading Comprehension and Grammatical Knowledge

Authors
Park, J.Lee, J.
Issue Date
2021
Publisher
Korea Association of Teachers of English
Keywords
E-books; Extensive reading; Grammatical knowledge; Inferential reading comprehension; Literal reading comprehension; Printed books; Tablets
Citation
English Teaching(South Korea), v.76, no.3, pp.35 - 61
Indexed
SCOPUS
KCI
Journal Title
English Teaching(South Korea)
Volume
76
Number
3
Start Page
35
End Page
61
URI
https://scholarworks.bwise.kr/gnu/handle/sw.gnu/5647
DOI
10.15858/engtea.76.3.202109.35
ISSN
1017-7108
Abstract
In today’s digital era, tablets are gaining popularity as reading devices. However, few studies have compared reading e-books on tablets with reading printed books and regular classroom instruction for language learning. To evaluate the role of tablets in reading and analyze the possibilities, the current study examined 97 elementary school students learning English as a foreign language in South Korea. These students were taught English once or twice a week for 11 weeks based on extensive reading using tablets (n = 42), printed books (n = 32), or regular textbook-based instruction as control (n = 23). The results indicate that literal level reading comprehension was improved the largest in the tablet group compared with the other groups. By contrast, improvements in inferential reading comprehension and grammatical knowledge were greater in those reading printed books than in the tablet group. The findings suggest that the print medium was superior for deep reading and digital texts were better for quick and shallow learning. ? 2021 The Korea Association of Teachers of English (KATE).
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