NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1162982
Record Type: Journal
Publication Date: 2017-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1056-7941
The Impact of Interface on ESL Reading Comprehension and Strategy Use: A Comparison of E-Books and Paper Texts
Isaacson, Sarah A.
TESOL Journal, v8 n4 p850-861 Dec 2017
The use of e-books in postsecondary education is projected to increase, yet many English as a second language (ESL) institutions have not yet incorporated e-books into their curricula, in part due to a dearth of research regarding their potential impacts on ESL reading comprehension and strategy use. This study fills a gap in the existing research by investigating the impacts of contemporary e-books on ESL strategy use and reading comprehension, in comparison to paper texts. Twenty-two high-intermediate ESL participants were separated evenly into a paper text group and an e-book group. They were given pretests, support strategy mini-lessons, reading sessions with observation, posttests, surveys, and delayed posttests. Independent-sample t-tests revealed no significant difference between the groups' reading comprehension rates; however, reading strategy use and frequency varied between groups. Though the majority of e-book participants had not previously used e-books for learning, they reported preferring them over paper texts after the reading sessions were completed. The study's findings offer some support for the incorporation of e-books in ESL curricula. In addition, the findings suggest that instructors provide e-book strategy lessons to students so they can appropriate the technology effectively.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A