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Permanent link (DOI): https://doi.org/10.7939/R3H26G

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The Use Of Portable E-readers In An ESL Extensive Reading Open Access

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Author or creator
Fraser, Monica
Additional contributors
Subject/Keyword
reading programs
English-language instruction
e-readers
English as a second language
adult instruction
Type of item
Research Material
Language
English
Place
Time
Description
Portable electronic devices are generally untapped reading tools that have the potential to produce beneficial results in English as a Second Language (ESL) extensive reading programs. However, few guidelines are available to assist instructors in using these tools, as there is a lack of research conducted with learners in an ESL context. The purposes of this project were to determine the impact of using portable e-readers for extensive reading on ESL learners’ reading attitudes, behaviours and skills, and to ascertain the learners’ and instructor’s satisfaction with the use of the Sony e-readers and the extensive reading program. All students (n = 21) in one ESL reading and writing Canadian Language Benchmark (CLB) 7 class at NorQuest College participated in this study. Data were gathered over eight weeks through a pre-study questionnaire in paper-form, student reading logs, instructor observation, and a post-study questionnaire via SurveyMonkey®. Data obtained from the pre- and post-questionnaires and the weekly reading logs were analyzed using simple descriptive statistics; data gathered from the observation field notes were coded using thematic analysis. The results show that the participants were overall highly satisfied with the extensive e-reading program and the use of e-readers. The extensive e-reading program was considered clearly defined and enjoyable, but limited in the selection of e-books. The e-readers were viewed as being portable and environmentally friendly when compared with reading paper-based books. Participants felt the use of e-readers enhanced their enjoyment and increased their frequency and volume of reading. However, participants thought they made the lowest gains in comprehension, felt restricted by not using Wi-Fi, and experienced difficulties reading in dark places. An instructor’s general guide for using e-readers in extensive e-reading programs based upon the results is included.
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doi:10.7939/R3H26G
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Creative Commons Attribution-Non-Commercial 3.0 Unported
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