Abstract

<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

Highlights

  • Reading competence is a fundamental skill for learners and a strong predictor for later literacy and academic success (Ciampa, 2012; Kirchner & Mostert, 2017)

  • I had the opportunity to explore the experiences of four English as an additional language (EAL) children in how the use of storybook applications influenced their motivation in L2 reading, how they perceived the differences between literacy and language learning apps, and how their sociocultural environment played a role in their attitudes toward the story apps

  • It was evident that there was a plethora of features offered by storybook applications that could appeal to EAL children and increase their willingness to use the app more frequently, in consequence, enhancing their motivation to read in English. 5.1.1 Book Collection The book collection was the determining factor or at least, played a significant role in the frequency of app usage and the child participant’s reading interest in L2

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Summary

Introduction

Reading competence is a fundamental skill for learners and a strong predictor for later literacy and academic success (Ciampa, 2012; Kirchner & Mostert, 2017). Gambrell (2011) pointed out entirely relying on instruction that emphasizes the importance of phonological decoding skills and comprehension strategies cannot help school-age children to reach their full literacy potential if they do not actively engage in reading or choose to read. This is in alignment with what Krashen has advanced, “reading what you want to read is responsible for most of our literacy development” When children are immersed in a book-rich environment, they are more motivated to read This is congruent with what Edmunds and Bauserman (2006) concluded in their qualitative study that “access to books affected positively on students’ reading motivation” Digital storybook applications seem to provide an affordable alternative for schools and parents

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