Collaborative Mobile eBook Reading for Struggling EFL College Readers

Autor/in	Al-Jarf, Reima
Titel	Collaborative Mobile eBook Reading for Struggling EFL College Readers
Quelle	11 (2021) 6, S.32-42 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al-Jarf, Reima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-737x
Schlagwörter	Reading Difficulties; Electronic Publishing; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Student Interests; Group Discussion; Integrated Learning Systems; Teaching Methods; Comparative Analysis; Feedback (Response); College Freshmen; Printed Materials; Books; Reading Material Selection; Videoconferencing; Cooperative Learning; Learning Activities; Reading Improvement; Computer Software; Reading Instruction; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Elektronisches Publizieren; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Studieninteresse; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Book; Buch; Monographie; Monografie; Kooperatives Lernen; Lernaktivität; Leseunterricht; Ausland; Saudi-Arabien
Abstract	Background: Mobile e-books together with Blackboard LMS and Elluminate were integrated and used as extensive reading activities, i.e., as a supplement to in-class reading instruction. The aim of the activity was to develop EFL struggling freshman student readers enhance their reading skills through short, simplified e-books. Materials and Methods: Two groups of freshman students participated in the study. The experimental group used extensive collaborative e-book reading activities whereas the control group read paper books of their choice on their own out of class. Students in the experimental group were divided into small groups and were assigned a free e-book. The e-books selected matched the students' proficiency level and interests. Each group read a chapter (2-3 pages) and had to write an outline and a summary and post them on the Blackboard Discussion Forum. Each group generated questions about each other's chapters. The questions had to ask about the topic, details, meanings of difficult words, pronouns and their referents and so on. The rest of the students had to answer the questions online, give feedback and comments on each other's posts, summaries, and answers. Discussions were held via Elluminate web conferences. The control group was given questions on paper to answer and discussions with the instructor were held in class. Results: Post-test results showed significant differences between the experimental and control groups in their reading skill level. Experimental students made higher gains in reading skills. A post-treatment survey showed several factors that led to reading improvement such as student-centered activities, active participation and practice, interaction among the students, a secure environment for making mistakes, and instructor and peer support. Conclusion: Extensive collaborative e-book reading activities in used as a supplement to in-class reading instruction proved to be effective in improving EFL freshman students reading skills. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01