High School Preparatory Class Students’ Digital Reading Culture and Their Engagement With Interactive English Graded Readers


Fast-growing technology of the 21st century has led to an overwhelming desire for its constantly use in educational areas where the learners are overrashly perceived as digital natives. Bearing in mind that “One size does not fit all”, this study focused on High School Preparatory Class (HSPC) students’ attitudes towards digital reading and their use of interactive English graded readers for their Extensive Reading Program (ERP) during their language learning process. To achieve this, a mixed method-case study was conducted through a 19-week online ERP as an out-of-class activity to 30 students studying in the same class at an Anatolian high school in Balıkesir during 2021-2022 academic year. For quantitative data, a 5-point Likert-type Digital Reading Attitude Scale consisting of 29 items with a 0,83 Cronbach Alfa reliability value was administered. In addition, based on the online reading platform database, each student's reading diary was examined in detail. For qualitative data, open-ended questionnaires were used. Descriptive statistics and content analysis were used in the analysis of the data. The findings revealed that HSPC students, though called digital natives, have low levels of attitude towards digital reading and they do not take kindly to digital reading, despite their interest in using technology in different areas in their daily lives. All in all, it was concluded that the digital reading culture of the high school preparatory class students is not as expected in general sense and the students are not in favour of an online ERP in their language learning process.

Author Information
Guzin Bozkurt, Sırrı Yırcalı Anatolian High School, Turkey

Paper Information
Conference: ECLL2023
Stream: Educational Technologies

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Posted by James Alexander Gordon