Abstract
This study investigated differences in university students’ academic reading comprehension performance, reading strategy use, and perception of the effects of two textbook mediums. Eighty-one students participated in this study. Two textbook formats, hard copies and soft copies of the same textbook were used. A mixed-method research design was used for data collection with paired sample t tests adopted to compare the reading comprehension of two textbooks versions in immediate learning and summative learning on the same group of students, and a questionnaire and semi-structured interviews were employed to probe students’ perceptions. The results indicated that the participants performed no differently on the summative reading comprehension tests, but performed significantly better on immediate tests using the e-textbook. The questionnaire and the interviews showed that half of the respondents still preferred to use print compared to e-textbooks. This study concluded that e-textbooks were not yet positioned to replace print textbooks for university students in Taiwan. Nonetheless, pedagogically, since e-textbooks provide more interactive features than print, they should be considered an integral part of reading instruction.
Highlights
Research on textbook use in higher education has rarely focused on e-book adoption by EFL students who previously used print textbooks to learn English reading
This study investigated differences in university students’ academic reading comprehension performance, reading strategy use, and perception of the effects of two textbook mediums
The results indicated that the participants performed no differently on the summative reading comprehension tests, but performed significantly better on immediate tests using the e-textbook
Summary
Research on textbook use in higher education has rarely focused on e-book adoption by EFL students who previously used print textbooks to learn English reading. In Taiwan, students with lower proficiency levels tend to be the ones who are less motivated to learn English, and they often have difficulties focusing on learning and lose their interest quickly. The purpose of the study is to investigate whether an e-textbook brings facilitative effects on university students’ reading whose English proficiency was low. English educators have not determined whether it is a useful tool for students in the EFL university classroom setting (Chou, 2016; Daniel & Woody, 2013; Rockinson-Szapkiw et al, 2013)
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