Using digital and mobile tools for learning and teaching English as a foreign language. A focus on reading comprehension

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

This study explores whether reading on a mobile device enhances the comprehension and motivation of 3rd and 5th grade learners. The research compares the comprehension outcomes and motivational factors associated with reading on paper versus screens. Using a mixed-method approach, quantitative data was collected through comprehension tests and qualitative insights were gathered via student feedback questionnaires. Despite the 3rd graders showing no statistically significant differences in comprehension between the two mediums, trends suggested a slight preference for paper. For 5th graders, initial results favoured paper, but this distinction diminished when the reading mediums were switched. Qualitative findings highlighted the influence of interest for reading, instruction clarity, and reading context on motivation and engagement. The study's limitations include a small sample size and incomplete data, affecting generalizability. The results underscore the need for diverse reading formats and student autonomy in book selection to enhance engagement and comprehension. Future research with larger, more controlled samples is recommended to validate these findings and further explore the impact of reading mediums on young learners.