E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive reading. However, in the language learning field, studies have indicated that e-books are useful tools in ESL/EFL classrooms to engage students in extensive reading. If higher educators want to use e-books in academic contexts, it is important to implement different pedagogical approaches to help college students engage in e-book reading but with a less intensive reading purpose. Reader response theory has been considered as an effective approach to engage readers in reading and responding literature. Thus, this study using a reader response perspective attempted to engage EFL college students in e-books in a semester-long literature course. The result indicates that the students could still undergo meaningful reading practice through e-books.