Abstract
Reading academic textbooks in English has been an uneasy task for non-native English students. In addition, e-books are gradually popular across educational contexts. Previous studies indicated that students generally could not comprehend texts well on screen, so this study proposed a topic-scanning guiding mechanism with e-books to support EFL students reading comprehension from e-books. This paper aims to investigate the effects of an e-book on EFL students’ reading comprehension, learning perceptions, and reading behaviors in EFL freshman reading the course, incorporating a topic-scanning guiding mechanism with the e-book. A quasi-experiment with a pretest-posttest design was conducted in a university freshmen English course, 50 students were assigned as the experiential group, and 46 students were in the control group. Findings from this study would further contribute to students’ learning perceptions and reading behavior analysis on designing e-book system to improve their reading competence.
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Acknowledgments
This research was supported by JSPS KAKENHI Grant-in-Aid for Scientific Research (S) Grant Number 16H06304 and NEDO Special Innovation Program on AI and Big Data 18102059-0.
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Chen, MR.A., Ogata, H., Hwang, GJ., Lin, Y.D., Akçapınar, G. (2020). Effects of Incorporating a Topic-Scanning Guiding Mechanism in E-books on EFL Reading Comprehension, Learning Perceptions, and Reading Behaviors. In: Shen, J., Chang, YC., Su, YS., Ogata, H. (eds) Cognitive Cities. IC3 2019. Communications in Computer and Information Science, vol 1227. Springer, Singapore. https://doi.org/10.1007/978-981-15-6113-9_37
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