Abstract
This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.
Highlights
1.1 Background to the ProblemReading is a crucial means of gaining new knowledge (Hellekjaer, 2009) frequently done for personal, academic, and social purposes (Ghaith, 2018)
This study aims to fill these needs by exploring the use of digital posters to engage EFL students and develop their reading comprehension
A pretest-posttest control-group design was adopted where: (1) the reading comprehension and engagement pretests were administered to all participants, (2) participants were randomly divided into a control group and an experimental group, (3) the control group experienced regular classroom instruction while the experimental group experienced the use of digital posters, (4) posttests were administered to all participants, and (5) differences between the two groups in both the pretests and posttests were evaluated
Summary
1.1 Background to the ProblemReading is a crucial means of gaining new knowledge (Hellekjaer, 2009) frequently done for personal, academic, and social purposes (Ghaith, 2018). 24), reading comprehension is a key component in learning English as a foreign language (Ahmadi & Ismail, 2012). 69) as well as “the heart of reading” It is a multifaceted process (Shin, Dronjic, & Park, 2019) that involves transforming a text into thought or meaning (Kong, 2019). It has a significant impact on academic achievement (Hunter, 2009). It refers to the extent to which students are motivated to learn and do well in school (Kahu & Nelson, 2018; Sun & Rueda, 2012) expressed in their depth of interaction physically and cognitively with the content (Butt, 2014)
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