The effect of E-book reading on EFL Saudi learners’ reading comprehension and reading attitudes

Abstract

This study delves into how the presentation medium of texts impacts students’ reading comprehension and attitudes. Employing a quasi-experimental mixed-method approach, it explores the effects of e-books on EFL students’ comprehension and attitudes toward reading. A total of 28 female EFL students enrolled in the preparatory year program (PYP) at a public Saudi university comprised the intact sample, subsequently divided into a treatment group and a control group. Over a period of five weeks, the treatment group utilized the e-book version of the reading textbook via tablets, while the control group utilized the printed version of the same textbook. Data collection involved Fan (2009) pre-post reading comprehension test, Stokman (1999) reading attitudes questionnaire, and interviews. Descriptive and inferential statistics were applied to assess the efficacy of e-books in enhancing EFL learners’ reading comprehension and to probe into their reading attitudes. Furthermore, a qualitative analysis of interview responses was conducted to complement quantitative findings. The study’s results revealed that employing e-books led to a significant improvement in reading comprehension among female EFL students. Additionally, it was observed that the use of e-books positively impacted students’ attitudes towards reading.

Keywords

• E-books
• p-books
• reading comprehension
• reading attitudes
• digital literacy
• Applied Linguistics