The Power of p-books in Extensive Reading in Japanese
Abstract
This study examined students’ preference for either paper books (p-books) or e-books in extensive reading in Japanese as a foreign language. The data were collected by administering a survey in the Japanese Extensive Reading classes at the University of Massachusetts, Amherst (UMass), and Mount Holyoke College (MHC). Each institution differed in their instructional environments and resources. The participants consisted of 70 students from two universities. Both institutions had access to the same number of available e-books, while UMass had 600 more p-books than MHC. Regarding the instructional environments, students at UMass had access to their own electronic devices, whereas students at MHC had access to a number of computers in class as well as their own electronic devices. The survey results from both universities showed a significantly stronger preference for p-books over e-books regardless of the different learning environments and available resources.
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