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Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes
Ist Teil von
International journal of mobile and blended learning, 2021-07, Vol.13 (3), p.1-20
Ort / Verlag
Hershey: IGI Global
Erscheinungsjahr
2021
Link zum Volltext
Quelle
Applied Social Sciences Index & Abstracts (ASSIA)
Beschreibungen/Notizen
The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to improve students' attitudes towards reading in educational settings.