Dijital Çağda Okuma: Dil Öğrencileri Arasında E-Kitap Kullanımı ve Okuma Formatı Tercihlerine Yönelik Karşılaştırmalı Bir Araştırma

Abstract

Dijital okuma araçları dil eğitiminde giderek daha yaygın hale gelmiş olsa da, İngilizceyi yabancı dil olarak öğrenenlerin basılı kitaplara kıyasla e-kitapları ne sıklıkla tercih ettikleri ve bu tercihi şekillendiren faktörlerin neler olduğu halen nispeten belirsizliğini korumaktadır. Bu doğrultuda mevcut çalışma, yabancı dil olarak İngilizce öğrenen 157 öğrenciyle, hedef dilde okuma yapmak için e-kitap kullanımını araştırmak, öğrencilerin basılı kitaplardan daha fazla e-kitap kullanıp kullanmadığını; algılanan yeterlilik düzeyi, eğitim geçmişi ve İngilizce öğrenme amacı temelinde e-kitap kullanım oranında anlamlı bir fark olup olmadığını; ve öğrencilerin hedef dilde okuma yapmak için e-kitapları tercih etme veya etmeme sebeplerini belirlemek amacıyla gerçekleştirilmiştir. Nicel bulgular, İngilizceyi yabancı dil olarak öğrenenlerin hedef dilde okuma için basılı kitaplardan önemli ölçüde daha az e-kitap kullandığını, algılanan yeterlilik düzeyi temelinde e-kitap kullanımında anlamlı bir fark bulunmadığını, lisansüstü eğitimine devam eden/tamamlamış katılımcıların lisansüstü eğitim görmeyen/tamamlamamış katılımcılara göre e-kitapları önemli ölçüde daha fazla kullandığını ve İngilizce öğrenme amacına göre e-kitap kullanımında anlamlı bir fark olmadığını göstermiştir. Nitel bulgular ise, hedef dilde okuma yapma noktasında e-kitap kullanımının güçlü yönlerini (erişilebilirlik, pratiklik, taşınabilirlik, ve sözlük ve çeviri) ve zorluklarını (alışkın olmama, yetersiz bilgi, not alma zorlukları ve sağlık sorunları) ortaya koymuştur. Çalışma, mevcut bulgular ışığında hedef dilde okuma yapmada e-kitap kullanımına ilişkin bilgiler sunmaktadır.

Keywords

• E-kitaplar
• Yabancı Dil Olarak İngilizce Okuma
• Teknolojiyle Bütünleşik Dil Öğrenimi

Reading in the Digital Age: A Comparative Investigation of E-Book Use and Format Preferences among Language Learners

Abstract

Digital reading tools have become increasingly prominent in language education, yet it remains relatively unclear how frequently EFL learners choose e-books over print and what factors shape this preference. To this end, the present study was conducted with 157 EFL learners to investigate the use of e-books in target language reading in an effort to find out whether learners use e-books more than print books; whether there exists a significant difference in e-book usage ratio based on perceived proficiency level, educational background, and purpose for learning English; and why learners prefer or do not prefer e-books for reading in target language. The quantitative findings indicated that EFL learners use e-books significantly less than print books for target language reading, no significant difference in e-book usage on the basis of perceived proficiency level was found, participants who were pursuing/had completed graduate studies used e-books significantly more than participants who were not/had not, and no significant difference in e-book usage according to purpose for learning English was observed. The qualitative findings revealed the strengths (accessibility, practicality, portability, dictionary and translation) and the challenges (unaccustomedness, inadequate information, note-taking issues, and health issues) of using e-books in target language reading. Given the findings, the study offers insights into the utilization of e-books in target language reading.

Keywords

• E-books
• EFL Reading
• Technology-integrated Language Learning

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