Reading for the Purpose of Responding to Literature: EFL Students' Perceptions of E-Books

Autor/in	Chou, I-Chia
Titel	Reading for the Purpose of Responding to Literature: EFL Students' Perceptions of E-Books
Quelle	In: Computer Assisted Language Learning, 29 (2016) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.881388
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Electronic Publishing; Literature; College Freshmen; Qualitative Research; Teaching Methods; Reading Research; Reading Attitudes; Attitude Change; Negative Attitudes; Books; Reading Habits; Reading Strategies; Foreign Countries; Asians; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Elektronisches Publizieren; Literatur; Studienanfänger; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung; Reading behavior; Rading behaviour; Leseverhalten; Attitudinal change; Einstellungsänderung; Negative Fixierung; Book; Buch; Monographie; Monografie; Reading habit; Lesegewohnheit; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	As electronic books continue to attract attention as a pedagogical tool in language classrooms, the impact that e-books are expected to have on higher education cannot be ignored. Despite the pervasiveness of e-book reading studies in higher education, most studies show that students' reactions to e-books are often negative. However, the effects of using e-books are considered beneficial in extensive reading programs in many first- or second-language classrooms. The different results may be due to different reading purposes. In addition, limited studies have investigated whether students' perceptions of e-books change over time since many of the e-book reading studies used a survey, rather than longitudinal, approach. Thus, this study intended to determine (1) English as a foreign language (EFL) college students' perceptions of e-books when they read for the purpose of responding to literature rather than for the purpose of intensively studying in an academic context; and (2) whether these perceptions change over time as based on a qualitative perspective. Twenty freshmen enrolled in a literature-based course participated in a semester-long e-book reading. The results showed that the students in this study generally valued the intangible nature of e-books. However, the e-book reading experience was still considered unpleasant to most of the participants in this study. This implies that the reading purpose may not have a great influence on students' perception of e-books. Despite the overall negative perceptions of e-books, the students also demonstrated some improved attitudes toward reading e-books for an entire semester. The findings indicate that when students are given time and opportunities to read e-books, they are likely to develop e-book reading habits and strategies. It would be a pity if we gave up providing students e-books merely because of their initial negative attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01