Abstract
This study uses interactive e-book in English instruction and explores its benefits as well as negatives in the ninth grade students' learning achievements in the English blank-filling cloze test. A questionnaire is used to investigate students' 'perceived usefulness' and 'perceived ease of use' towards using the interactive e-book in learning English. To find out the effects of using interactive e-book on English blank-filling cloze test of different achievement students, a four-lesson experiment was conducted in the English course in a high school. The experimental results show that although the students using interactive e-book do not outperform the students receiving conventional instruction in learning English, the statistical feedback in terms of 'perceived usefulness' and 'perceived ease of use' on the questionnaire shows that the students highly appreciated and accepted the interactive e-book learning activity.
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