ERIC Number: EJ1313306
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-8647
EISSN: N/A
Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes
International Journal of Mobile and Blended Learning, v13 n3 Article 5 p71-90 2021
The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.
Descriptors: Electronic Publishing, Electronic Learning, Books, Printed Materials, Game Based Learning, Reading Attitudes, Reading Comprehension, English (Second Language), Second Language Learning, Second Language Instruction, Instructional Effectiveness, Private Schools, Adolescents, Recreational Reading, Feedback (Response), Preferences, Ownership, Foreign Countries, Grade 6
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)
Grant or Contract Numbers: N/A