School of Education, University of Massachusetts, Amherst, MA, USA (firstname.lastname@example.org)
The purposes of this study are to explore the effects of an e-book reading on the following aspects: 1) vocabulary increase over the experiment period, and 2) the changes of affective factors on learning English through an e-book. In this e-book based study, sixty two Korean elementary school students were given ten weeks of instruction and provided with e-book reading materials. In order to evaluate students’ vocabulary ability, pre- and post-tests were conducted with 30 questions. Also, pre- and post-surveys, interview and class observation were administered in order to measure the changes of affective factors. The results showed that: (1) with an e-book reading, vocabulary knowledge has increased; (2) the affective factors such as motivation and interest on reading and English learning have been remarkably elevated. This study proves that an e-book reading or teaching English with an e-book can be of benefit to ESL/EFL learners.
Keywords: e-book; ESL/EFL; reading comprehension; vocabulary teaching; digital literacy