Children’s Reading Comprehension and Motivation on Screen Versus on Paper
The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on l...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2021-01-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244020988849 |
| _version_ | 1819054742899261440 |
|---|---|
| author | Ayşegül Liman Kaban Sirin Karadeniz |
| author_facet | Ayşegül Liman Kaban Sirin Karadeniz |
| author_sort | Ayşegül Liman Kaban |
| collection | DOAJ |
| description | The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups. |
| first_indexed | 2024-12-21T12:56:28Z |
| format | Article |
| id | doaj.art-1881fa773f2c4cf2821a78eaf8d4f13b |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-21T12:56:28Z |
| publishDate | 2021-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-1881fa773f2c4cf2821a78eaf8d4f13b2022-12-21T19:03:20ZengSAGE PublishingSAGE Open2158-24402021-01-011110.1177/2158244020988849Children’s Reading Comprehension and Motivation on Screen Versus on PaperAyşegül Liman Kaban0Sirin Karadeniz1Bahcesehir University, Istanbul, TurkeyBahcesehir University, Istanbul, TurkeyThe young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.https://doi.org/10.1177/2158244020988849 |
| spellingShingle | Ayşegül Liman Kaban Sirin Karadeniz Children’s Reading Comprehension and Motivation on Screen Versus on Paper SAGE Open |
| title | Children’s Reading Comprehension and Motivation on Screen Versus on Paper |
| title_full | Children’s Reading Comprehension and Motivation on Screen Versus on Paper |
| title_fullStr | Children’s Reading Comprehension and Motivation on Screen Versus on Paper |
| title_full_unstemmed | Children’s Reading Comprehension and Motivation on Screen Versus on Paper |
| title_short | Children’s Reading Comprehension and Motivation on Screen Versus on Paper |
| title_sort | children s reading comprehension and motivation on screen versus on paper |
| url | https://doi.org/10.1177/2158244020988849 |
| work_keys_str_mv | AT aysegullimankaban childrensreadingcomprehensionandmotivationonscreenversusonpaper AT sirinkaradeniz childrensreadingcomprehensionandmotivationonscreenversusonpaper |