Using a Paper-based Digital Pen for Supporting English Courses in Regular Classrooms to Improve Reading Fluency

Abstract

Reading fluency is considered critical in skillful reading in that many reading training tools are developed for improving the fluency. Most of the tools are computer-based applications with a screen-based interface to provide multimedia learning environment. However, many students still prefer using paper materials especially for reading activities because of many familiar experiences of learning with a pen and paper. Also, many studies indicate that paper still plays an important role especially in reading activities. For addressing the issue, a paper-based digital pen with digital functions is used in paper materials for assisting in reading, and a novel fluency intervention program is designed in the hope of being easily and fully incorporated into regular classrooms for helping students achieve reading fluency. An actual study incorporating this fluency program was carried out in an English course in a regular EFL classroom in Taiwan. During the course, students were able to use the digital pen to interact paper materials for one-on-one digital support, including playing a model of fluent reading, recording their independent practice and playing back such recordings for confirmation. Thereby, the students required minimum behavior changes during learning and were able to have significant opportunities to practice each major component of fluency program in a comfortable and assisted way and thus to improve their reading fluency. Because of the intervention program being new to the teacher and students, the repertory grid technique was further applied as a tool for eliciting precise understanding of the students’ preferences toward the program. Finally, the teacher was able to give suggestions and advices to the students during the learning activities and thus this approach effectively helped the students make substantial gains in reading fluency.