E-Books and ESL Learners’ Attitude Towards …aauaeducationfac.org/IJRD/contents/2015/PDF/E-Book... · What is the effect(s) of e-book on ESL Learners‟ attitude towards reading

International Journal of Research and Development (IJRD), ISSN 1596-969 Volume 2 No 1, Nov 2015

Faculty of Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Available online at http://www.aauaeducationfac.org

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E-Books and ESL Learners’ Attitude Towards Reading: A Case Study

Professor Amuseghan Sunday1, Miss Jayeola Ololade Omotoyosi

2 & Mrs Amuseghan

Omolade3

1&2

Faculty of Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria.

E-mail : [email protected] 3Health Centre Department, Pharmacy Unit,, Adekunle Ajasin University,, Akungba-Akoko,

Ondo State, Nigeria.

E-mail: [email protected]

Abstract

This study investigated the effects of e-books on ESL Learners‟ attitude towards reading in

English in Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria. The main

objective was to find out the effects that e-book had on the attitudinal changes in all dimensions

of reading attitude, including Utility, Development, Enjoyment, and Escape. The researchers

made use of questionnaire, which was responded to by 100 students randomly selected from 100

level to 400 level students of English Studies and English Education in Adekunle Ajasin

University, Akungba Akoko, Ondo State.The collected data were subjected to statistical analysis,

using frequency counts and simple percentages. Findings from the study revealed that:

1. English e-book reading was useful

2. Students understood better using e-books for reading

3. ESL learners of Adekunle Ajasin University are gradually having interest in e-books

4. ESL learners‟ interest in e-books was encouraging and lecturers were also encouraged

using computer technology as an intervention/strategy in teaching and learning a foreign

language.

5. Effective use of e-books enhanced teaching and learning.

6. It also made ESL learners to recall what they were taught.

Key Words: Effects, E-books, ESL Learners, Reading, Attitude.

Introduction

The invention of computer technology is a great intervention to solving human problems in

communication, education and survey of events around the world (Amuseghan et al, 2015). In

fact, the knowledge and applications of computer have been confirmed to be a potent strategy in

teaching and learning English as a Second or Foreign Language. Chu (1995) reveals that

“…students‟ high computer literacy and keen interest in multimedia have inspired language

teachers to consider the possibility of converting their traditional teaching setting into the e-

setting to which students are constantly exposed‟‟. Most of the negative attitudes of students to

reading in foreign languages could be reversed through the support of e-books.



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Problems of reading have assumed an epidemic status and that is why Reading Association of

Nigeria (RAN) is showing much more interest to encourage reading, and love of reading among

the children, youths and adults in Nigeria. The world body of Reading Association has long been

mobilizing resources for reading and stimulating habit of reading in the long run. The positive

effects of extensive reading programme (ERP) have been widely recognized and that e-books

and other forms of reading resources are vital to providing students with multidimensional input.

Researchers, learners and teachers have no doubt that motivation is a key factor in reading,

keeping reading and reading in a large quantity.

There exists many websites for e-books for reading programme: BBC, Andersen Fairy

Tales.com, Grimm Fairy tales.com, Starfall, Clifford Interactive Storybooks etc. The choices of

these e-books range from stories, non-fiction, poems, plays, fairy tales and fables with

multimedia features of oral reading, highlighting, animations, music/sound effects, and pictures.

Chu (1995) reports that the e-books had significant positive effects on the participants‟

altitudinal changes in all dimensions of reading attitude including Utility, Development,

Enjoyment, and Escape (all p<.01). The effectiveness of e-book lies not on what it contains alone

but on how the contents are presented.

Since the acquisition of computers, internet facilities, electricity supply, computer knowledge

and skills are involved in e-books, some learners may have lost some opportunities associated

with e-books in Adekunle Ajasin University, which is located in a rural but fast-developing town

in Ondo State, Nigeria where internet facilities, electricity supply and computer experts are just

springing up. English, as the language of instruction and academic reading, is facing a lot of

challenges most especially in reading and writing comprehension, vocabulary and grammatical

development as well as literacy and language development. However, electronic books are

rapidly becoming more relevant and prominent in the field of education Jayeola,(2011;

Amuseghan et al, 2015). Recently, the Ondo State-owned University is building a culture of a

global academic development through computers and technology in our evolving fast-paced

world. In view of this, many students are exposed to computer-based teaching and learning

environment. Consequently, electronic books are considered to be supportive to learning and

comprehension if they are effectively utilised with the required positive attitude by educators and

learners.

In view of the present situation, teachers are further encouraged in the use of computer

technology as an intervention strategy to change ESL learners‟ attitude towards reading in a

foreign language (Adam and Wild, 1997; Jayeola, 2011) and the introduction of e-books

(Electronic Books) may account for change in low/poor use of e-books in Adekunle Ajasin

University ESL learners. The main reason that multimedia features such as, oral reading,

highlighting, animations and music/sound effects and pictures are involved, all of which are

impossible with printed ones (Adam and Wild, 1997). The audio element particularly has been

emphasized and advocated to be integrated with reading input (Davis, 1995). However the effect



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of e-books on ESL learners attitude towards reading in English is yet to be confirmed in

Adekunle Ajasin University, Ondo State.

The motivation of this study is to find a way of utilizing e-books effectively, with the aim of

reinforcing ESL learner‟s reading attitude in Adekunle Ajasin University. Technology today is

an aid in the process of learning and reading and should thus be at the centre of what we do both

professionally and personally. Educators all over the world are taking advantage of this aid to

expand their knowledge and skills in creating better lesson plan for students. In teaching English

as a second language (ESL), many teachers still have not taken the opportunities offered by

existing technologies to a degree of suitable and powerful motivation for language acquisition.

Thus, the purpose of this research is to investigate the perception and attitude towards reading

English materials via internet in the ESL environment of Adekunle Ajasin University, Akungba

Akoko, Ondo State, Nigeria.

Research Questions

In trying to find out the effects of e-books in ESL learners‟ attitude towards reading in English in

Adekunle Ajasin University, Akungba Akoko, Ondo state, the following research questions were

raised:

What is the importance of e-book on ESL learners‟ attitude towards reading in English?

Why are students expected to be exposed to web-based reading approach?

To what extent can ESL learners use e-book in reading in English?

How will e-book enhance students‟ performance in reading English?

What is the effect(s) of e-book on ESL Learners‟ attitude towards reading in English in

Adekunle Ajasin University, Akungba Akoko, Ondo State?

Literature Review

Electronic books (or e-books) can be defined as any group of text in a digital format that is to be

read and displayed on a computer screen. Electronic books often contain rich multimedia

features that cannot be found in text books read-aloud, lively animations, music, video and

various sound effects. Young children and university undergraduate are found to especially

respond well to these enhanced features (Korat, 2008, p. III).

Current trends in education include technology applications to language and reading acquisition.

As a result, this research is being conducted to examine the benefits of technology

child/students‟ development. Electronic books allow students to read above their level and learn

new vocabulary in the process students learn how to actively listen which builds their critical

thinking skills. ESL learners and struggling and reluctant readers especially benefit from use of

electronic book (Jayeola, 2011).

Vocabulary knowledge



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Vocabulary knowledge is an important element in second language (L2) acquisition (Amuseghan

et al 2015). By learning new words, students can increase by listening, speaking, reading, writing

vocabularies and can improve comprehension and production in L2. A student can increase

vocabulary knowledge formally in the classroom and informally through all class activities many

instructional strategies were devised and utilized by L2 language teachers to develop the general

and academic vocabulary of students. For example, Woodard (1998) suggested some strategies

for teaching word origins and structural analysis; using sematic mapping/webbing showing

students how to attack analogies reading aloud; dramatize; showing students how to use the

dictionary; using cloze sentences; and using computer programme. Moreover, different forms of

technology are being integrated in to the teaching and learning of L2 vocabulary. A review of the

vocabulary literature has shown that specially designed software, a tutorial computer – assisted

language learning (CALL) program, concordance, online lessons, animated texts, use of

multimedia contexts, creating multimedia materials and online dictionaries, E-books and a

hypermedia hypertext environment were used to teach L2 vocabulary instruction in CALL

environments are reported below.

Several research studies have used self-access, individualized and collaborative

instructional modes in CALL learning environments. For example, Van Aacken (1996) used a

computer software designed to improve Kenji learning in a self-access learning mode, findings

showed that all the students in an Australian university using the computer to learn Kenji made

higher gains and that those most enjoying the experience made the highest gains. In another

study, Crozer (1996) used the individualized vocabulary instruction program to provide

vocabulary instruction to disabled students at California‟s Los Angeles pierce college. The ivi

program had two modules each containing 1,125 words. The program performed pre and post

testing of student‟s progress. The modules were divided into lessons. Upon completion of the

four lessons in a chapter, the students took a chapters, a final exam was administered. The ivi

program provided to be an effective method for teaching vocabulary and improving students‟

learning skills. In a third study, Bazeli and Olle (1995) used visual aids that included interactive

video, student illustration of vocabulary, computer software packages designed to develop

reading skills, activities that involve visual perception, and graphic rehearsal of new vocabulary,

and student made flash cards in vocabulary, and instruction. The use of visual, combined with

cooperative learning groups, provided on effective environment for the development of

vocabulary. In addition, Cobb and Horst (2001) tested an experimental ESL vocabulary course

for academic learners at Concordia University in Montreal and how collaborative on line

databases could be used to meet the need for individualized instruction for academic vocabulary

learners intending to do university work in English. They concluded that a collaborative data

base is a valuable tool for such learners.

Incidental learning and some direct instruction were also investigated by some researchers. 24

ESL Adult learners enrolled in a listening comprehension class at a major mid-western university

participated in a study by Smidt & Hegatheimer (2004). The participants completed pre, post,



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and delayed vocabulary posttests, a CALL activity including an academic lecture on horticulture,

and a questionnaire. Results suggested that incidental vocabulary acquisition occurred and that

lower level learners were more likely to resort to the wrong aspects of the lecture in responding

to comprehension in questions while engaged in the online CALL activity.

Pronunciation

Pronunciation is one of the components in English language which teachers in Malaysia and

other ESL countries do not really focus on. In lower secondary English textbooks, there is a

sector where teachers can teach students on letter or word pronunciation but mostly this section

will be neglected and skipped by the teachers. This is due to time constrained in order to catch up

with the syllabus and lack of motivation or skill in teaching pronunciation.

In language learning, it is important for learners to learn letters or words pronunciation of the

language. If learners do not know how to pronounce its letter or words, it will be difficult for

learners to engage with the four basic language skills which are listening, speaking, reading and

writing.

In today advancement, teaching pronunciation can be easier and more fun with the help of

Computer Assisted Language Learning (CALL)/E-books (Amuseghan et al, 2015). Thus, in this

project work, the effect of E-book on ESL learners‟ attitude towards reading in English in

Adekunle Ajasin University, Akungba Akoko Ondo state Nigeria will be examine. Before going

into this, I shall be reviewing five research papers on teaching pronunciation of English using

Computer Assisted Language Learning.

Teaching pronunciation by using Computer Assisted Language Learning (CALL) has its own

benefits towards that language learning, firstly, according to Lee (2005), CALL can help teachers

and students to learn pronunciation better. This is because students can learn language with the

particular software 24hours a day with their own speed and repeatedly practice as they want

teachers also can correct them at one time. This idea also supported by Ali Farhan (2007) who

claims that students show positive attitude toward computer-based pronunciation Instruction. So,

when there is no time constrains for students to learn pronunciation, students will feel happy and

enjoy participating during the lesson (Jayeola, 2011). Besides that, it does not burden the teacher

to give attention to every student while conducting the lesson.

Furthermore, a study done by Cordier (2009) and Amuseghan et al (2015) found that Computer

Assisted Language Learning activity should be an integral component of speaking and

pronunciation skill practice. This is because in the experience done by her, the participants‟

pronunciation skill is increasing after undergoing the treatment. By using Computer Assisted

Language Learning activity, Students can merely initiate the native speaker‟s pronunciation.

Therefore after sometimes, the students can improve their own pronunciation. This is supported

by Busa, who quoted from other research‟s study and stated that students improved their

pronunciation but there is also the disadvantage of it. Students might face frustration if they tend



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to make and repeat the same mistake, pop-up windows that appear might be a distraction for

them. This idea is support by a research done by Chen (2009) who found that the usage of

Computer Assisted Language Learning/E-book for pronunciation learning can decrease the

students‟ motivation to learn because of frustration.

Personally, this topic makes me to think on how crucial it is for ESL learners to start noticing

and improvise on this matter. There is a parallel between the 5 articles above on teaching

pronunciation by using Computer Assisted Language Learning/E-books. Besides that, we should

know English language is widely used in this world and it is important for youngsters to be good

in English language, they have to start learning from the basic which is on pronunciation.

Teachers‟ have to be aware on this matter and be more creative in teaching pronunciation so that

students will think pronunciation so that students will think pronunciation learning is fun, this

can only be accomplish if schools can help students to understand and inculcate the uses of E-

books in reading English.

Technology

Technology, especially the emergence of the internet, is affecting every aspect of education and

changing the way we teach and learn. It is no longer a question of whether to take advantage of

these electronic technologies in foreign language instruction, but of how to harness them and

guide our students in their use (Paulsen 2001; Amuseghan et al, 2015). How to take advantage of

internet resources to facilitate language learning in an issue considered in many eloquent articles

and publications. Numerous websites present compilations of online resources for language

teachers. Still other sites such as the internet TESL Journal at http://iteslj.org and Teaching with

the web at http://polyglot.iss.wisc.edu/iss/lang/teach.html contain ideas for using web resources

as a language teaching tool. There are also currently many websites containing material for ESL

learning accessible free of cost (-1- )

According to LI and Hart (1996), the web‟s multimedia capabilities and interactive functions

have made it an attractive medium to conduct instruction. Among the reasons for using the web

in ESL learning increased student motivation, authentic language, and global awareness have

been cited (Meloni, 1998). However, there are still many problems with the application of the

internet in the classroom including the reliability of the information on the web, the cost of the

equality of access between the internet, inequality of access between the haves and have-nots,

and frustrating slow connections (Lyman, 1998; Sussex and White, 1996; Warschauer, 2000;

Amuseghan et al, 2015).

This research work is to study how E-books will affect the reading approach of learners of

English as a second language.

Research Design

A descriptive survey type of design using questionnaire was adopted in this study.



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Population

This comprises of English studies and English Education students of Adekunle Ajasin

University, Akungba Akoko, Ondo State. The total number of the respondents were 100, 42 from

English studies and 58 from English Education, 25 Females and 17 males from English studies,

40 females and 18 males from English Education. The total number of respondents in 100 level

were 10, 14 from 200 level, 18 respondents in 300 level and remaining 48 were from 400 level. 6

males, 4 females from 200 level, 8 males, 20 females among the 300 level students and 16 males,

32 females in 400 level.

The age range of the respondents is an interval of 5, age-ranging from 16-21, 22-26, and 27-31.

The total number of the females were 65, 12 under the range of 16-21, 52 under the range of 22-

26 and 1 under the range of 27-31. While the total number of males were 35.7 respondents

within the range of 16-21, 27 under 22-26 while the remaining 1 was under the range of 27-31.

Sample and Sampling Procedure

Random sampling was adopted for this study for ESL learners of Adekunle Ajasin University,

Akungba Akoko respondents. Questionnaires were administered to the English study and English

education students of Adekunle Ajasin University only in Ondo state. One hundred

questionnaires were distributed among the ESL Learners of the University.

Instrument for Data Collection

A questionnaire was designed. The questionnaire was for the ESL learners and it contained two

parts. The first part of the questionnaire contained the Sex, Department, level and Age of the

respondents. The second part of the questionnaire contained questions about the subject matter,

which dealt with the interest of ESL Learners attitude towards reading in English in Adekunle

Ajasin University

Method of Data Analysis

Percentages were calculated in tables for statistical analysis interpretation of tables and scores

were also presented below each table systematically.

Results and Discussion

This chapter deals with presentation of analysis and discussion of data. The research question

which was distributed among the ESL Learners (English study and English Education) of

Adekunle Ajasin University Akungba Akoko was treated.

The utility table above shows the usefulness of English books among the ESL Learners of

Adekunle Ajasin University. The responds of all the respondents, under utility (tables 1a-1f)

shows that they find E-Book useful the respondents total frequency of Yes are much than the

total frequency respondents who choose No.



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The development table above shows that with the use of E-books, the ESL Learners were able to

learn more by reading English books, they find out more about things that interest them through

the reading of English Book, molding their personality, forming opinion about different issue,

improving their self-knowledge and, they also find it as a way to learn about other people custom

and practice. All the items under the development table show that the respondents are developed

by the uses of English books mentally and socially.

Table 1: Utility

SN ITEMS Frequency

Yes

Frequency

No

Percentage of

respondents

Yes

Percentage of

respondents

No

1a In my opinion, English book

reading is useless

11 89 11% 89%

1b If I want to succeed in society, I

have to read a lot of English books

93 7 93% 7%

1c I do not read English books to

improve my ability to converse

about particular topics

60 40 60% 40%

1d By reading a lot of English books, I

can improve my ability to

comprehend difficult texts.

72 28 72% 28%

1e Reading English books, increase

my knowledge of the meaning of

words

76 24 76% 24%

1f Sometimes I read English books to

improve my writing style.

70 30 70% 30%

Total 382 218

Table 2: Development

SN Items Frequency

Yes

Frequency

No

Percentage of

respondents

Yes

Percentage of

respondents

No

2a I do not learn anything by reading English

books

69 31 69% 31%

2b I read English books to find out more

about matters that interest me

75 25 75% 25%

2c English book reading is of importance in

molding an individual‟s personality

77 23 77% 23%

2d English book reading helps me to form an

opinion about different issue

72 28 72% 28%

2e English books reading improve my self-

knowledge

86 14 86% 14%

2f English books reading is a way to learn 62 38 62% 38%



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about other people‟s custom and practice

The information on tables 3, (tables 3a, b, c, d, e, and 3f), reveal that the ESL Learners of

Adekunle Ajasin University, Akungba Akoko, do enjoy reading English books as a pastime,

identifying with a character in the book, day dreaming, identifying about the things they have

read about, transporting themselves mentally into another world they have read about. The high

rate of the respondents‟ frequency confirmed these.

Table 4 (Escape) reveal that 333 respondent of the ESL Learners in Adekunle Ajasin University

sees English books as a way of escape from bored time, to kill time, read English books when

they have nothing else to do, they momentarily forget their worries when they read English

books, they also see English books reading as a brief escape from the drag of daily routine and

lastly when there is no thing interesting on TV, English books reading serves as their alternative.

Table 3: Enjoyment

SN ITEMS Frequency

Yes

Frequency

No

Percentage of

respondents

Yes

Percentage of

respondents

No

3a Reading English books is generally boring 53 47 53% 47%

3b Reading English books is an exciting pastime 74 26 74% 26%

3c My imagination is barely if at all stimulated by

reading English books

58 42 58% 42%

3d When reading an English books, I enjoy

identifying with a character in the book

68 32 68% 32%

3e I enjoy day dreaming about the things I have

read about

75 25 75% 25%

3f I enjoy transporting myself into another world

I have read about

59 41 59% 41%

Total 387 213

Table 4: Escape

SN ITEMS Frequency

Yes

Frequency

No

Percentage of

respondents

Yes

Percentage of

respondents

No

4a When I am bored, I read English books 52 48 52% 48%

4b I often read English books to kill 48 52 48% 52%

4c I often read English books when I have

nothing else to do

52 48 52% 48%



52

4d Reading English books helps me to

momentarily forget my worries

61 39 61% 39%

4e By reading English book, I can briefly escape

from the drag of daily routine

75 25 75% 25%

4f I enjoy transporting myself into another world

I have read about

63 37 63% 37%

Total 333 267

Conclusion

The important findings revealed that the ESL Learners of Adekunle Ajasin University find the

use of English books useful. Also, ESL students of Adekunle Ajasin University understanding

better when using E-books for reading.The findings also revealed that E-books are not

effectively utilised in Adekunle Ajasin University but the ESL Learners of the University are

gradually having interest in E-books. Their (ESL Learners) interest in E-books is encouraging

lecturers in using computer technology as an intervention strategy to change ESL Learners‟

attitude towards reading in a foreign language. Lastly, the research findings also revealed that

effective use of E-books enhance teaching and learning. It also helps ESL learners to be able to

recall what they were taught.

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E-Books and ESL Learners’ Attitude Towards …aauaeducationfac.org/IJRD/contents/2015/PDF/E-Book... · What is the effect(s) of e-book on ESL Learners‟ attitude towards reading