The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary

Fuente: ERIC Institute of Education Sciences

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Bibliographic Details
Main Authors:	Chen, Chin-Neng, Chen, Shu-Chu, Chen, Shu-Hui Eileen, Wey, Shyh-Chyi
Format:	Recurso educativo Open Access
Language:	en
Published:	2013
Subjects:	Foreign Countries English (Second Language) Books Electronic Publishing College Students Experimental Groups Control Groups Difficulty Level Reading Attitudes Attitude Change Reading Comprehension Questionnaires Measures (Individuals) Likert Scales Statistical Analysis Vocabulary Development Educational Technology Pretests Posttests
Online Access:	Acceder al recurso
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author	Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi
author_facet	Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi
collection	Education Resources Information Center
contents	The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi Foreign Countries English (Second Language) Books Electronic Publishing College Students Experimental Groups Control Groups Difficulty Level Reading Attitudes Attitude Change Reading Comprehension Questionnaires Measures (Individuals) Likert Scales Statistical Analysis Vocabulary Development Educational Technology Pretests Posttests This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional curriculum for both groups, a ten-week e-book extensive reading program was conducted for the experimental group by encouraging students to read the materials freely from three e-book library collections categorized on the basis of level of difficulty. In contrast, the control group did not engage in any extensive reading program. Stokmans's Reading Attitude questionnaire and TOEFL reading comprehension and vocabulary test were employed to collect the data. The findings of the study showed that the experimental group exhibited significantly better reading attitude, reading comprehension and vocabulary than the control group. Therefore, integrating e-books extensive reading program into EFL teaching program helps improve tertiary level EFL students' reading attitude, reading comprehension and vocabulary learning. (Contains 2 tables.)
format	Recurso educativo Open Access
id	eric_EJ1015469
institution	ERIC Institute of Education Sciences
language	en
publishDate	2013
record_format	eric
spellingShingle	The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi Foreign Countries English (Second Language) Books Electronic Publishing College Students Experimental Groups Control Groups Difficulty Level Reading Attitudes Attitude Change Reading Comprehension Questionnaires Measures (Individuals) Likert Scales Statistical Analysis Vocabulary Development Educational Technology Pretests Posttests The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary Chen, Chin-Neng Chen, Shu-Chu Chen, Shu-Hui Eileen Wey, Shyh-Chyi Foreign Countries English (Second Language) Books Electronic Publishing College Students Experimental Groups Control Groups Difficulty Level Reading Attitudes Attitude Change Reading Comprehension Questionnaires Measures (Individuals) Likert Scales Statistical Analysis Vocabulary Development Educational Technology Pretests Posttests This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional curriculum for both groups, a ten-week e-book extensive reading program was conducted for the experimental group by encouraging students to read the materials freely from three e-book library collections categorized on the basis of level of difficulty. In contrast, the control group did not engage in any extensive reading program. Stokmans's Reading Attitude questionnaire and TOEFL reading comprehension and vocabulary test were employed to collect the data. The findings of the study showed that the experimental group exhibited significantly better reading attitude, reading comprehension and vocabulary than the control group. Therefore, integrating e-books extensive reading program into EFL teaching program helps improve tertiary level EFL students' reading attitude, reading comprehension and vocabulary learning. (Contains 2 tables.)
title	The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary
topic	Foreign Countries English (Second Language) Books Electronic Publishing College Students Experimental Groups Control Groups Difficulty Level Reading Attitudes Attitude Change Reading Comprehension Questionnaires Measures (Individuals) Likert Scales Statistical Analysis Vocabulary Development Educational Technology Pretests Posttests
url	https://eric.ed.gov/?id=EJ1015469

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