TY - JOUR
T1 - Reading Digital Texts vs. Reading Printed Texts
T2 - Which One Is More Effective in Iranian EFL Context?
AU - Nur Asima Sidabutar, Melisa
AU - Theruvil Sayed, Biju
AU - Ismail, Sayed M.
AU - Teves Quispe, Julia
AU - Yangali Vicente, Judith Soledad
AU - Suardi Wekke, Ismail
AU - Jassaim Shanan, Asaad
AU - Nourabadi, Soolmaz
N1 - Publisher Copyright:
© 2022 Melisa Nur Asima Sidabutar et al.
PY - 2022
Y1 - 2022
N2 - Considering the development of technology in the current era, the present research aimed at investigating the effects of reading digital texts vs. reading printed texts on developing Iranian intermediate EFL learners' reading comprehension. To this end, the Oxford Quick Placement Test (OQPT) was administered to 93 language learners, and 60 of them whose level was intermediate were selected. Then, they were assigned to two groups: one CG and one EG. After grouping the participants, a reading pretest was administered to gauge the participants' reading comprehension before conducting the treatment. After that, ten digital texts in the format of PDF with their audio files were instructed to the EG. On the other hand, the same texts were taught to the CG in a printed format. After teaching all texts, a reading posttest was administered to both groups to measure the effects of the treatment on their reading comprehension. The gained data were analyzed using paired samples and independent samples t-Tests. The findings illustrated that both digital and printed texts helped the participants to improve their reading comprehension, but digital texts were more effective than printed ones. In other words, the EG participants trained by the digital texts outflanked the CG participants taught through the printed texts. The implications of this study can inspire both English teachers and learners to use digital texts in their teaching and learning.
AB - Considering the development of technology in the current era, the present research aimed at investigating the effects of reading digital texts vs. reading printed texts on developing Iranian intermediate EFL learners' reading comprehension. To this end, the Oxford Quick Placement Test (OQPT) was administered to 93 language learners, and 60 of them whose level was intermediate were selected. Then, they were assigned to two groups: one CG and one EG. After grouping the participants, a reading pretest was administered to gauge the participants' reading comprehension before conducting the treatment. After that, ten digital texts in the format of PDF with their audio files were instructed to the EG. On the other hand, the same texts were taught to the CG in a printed format. After teaching all texts, a reading posttest was administered to both groups to measure the effects of the treatment on their reading comprehension. The gained data were analyzed using paired samples and independent samples t-Tests. The findings illustrated that both digital and printed texts helped the participants to improve their reading comprehension, but digital texts were more effective than printed ones. In other words, the EG participants trained by the digital texts outflanked the CG participants taught through the printed texts. The implications of this study can inspire both English teachers and learners to use digital texts in their teaching and learning.
UR - https://www.scopus.com/pages/publications/85127490362
U2 - 10.1155/2022/7188266
DO - 10.1155/2022/7188266
M3 - Article
AN - SCOPUS:85127490362
SN - 2090-4002
VL - 2022
JO - Education Research International
JF - Education Research International
M1 - 7188266
ER -
