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Abstract
The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.
Highlights
The link between technology and learning has become more and more evident in recent times
This research aims to answer the following questions: Research Question 1 (RQ1): Is there a statistically significant difference between the reading motivation levels of sixth-grade English as a foreign language (EFL) learners who are exposed to gamified e-book reading, personalized e-book reading, PDF e-book reading, and of the ones engaged in printed book reading? Research Question 2 (RQ2): Is there a statistically significant difference between the reading comprehension abilities of sixth-grade EFL learners who are exposed to gamified e-book reading, personalized e-book reading, PDF e-book reading, and of the ones engaged in printed book reading?
Discussion of the findings of RQ1: Is there a statistically significant difference between the reading motivation levels of sixth-grade EFL learners who are exposed to gamified e-book reading, personalized e-book reading, PDF e-book reading, and of the ones engaged in printed book reading?
Summary
The link between technology and learning has become more and more evident in recent times. Mullis et al (2012) contend that a technologically literate population is a hallmark of any country which is looking to achieve sustainable and successful development, and that reading has a vital role in this context because (a) it is essential to anyone who would like to acquire a skill; (b) it allows people to remain on top of the recent relationships; and (c) this guides the trajectories of life and ensures the involvement of the broader population in public engagement. As the educators of the digital age, it is crucial to discover the possible benefits of technology enhanced learning and instruction
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