Effects of Electronic-Book Reading on Adult English Learners’ Higher-Order Thinking and Self-Efficacy

Abstract

Electronic reading has become an integral part of our daily life. Nowadays, we read more from our digital devices than print-based materials. However, most reading assignments inside the university classrooms remain print-based. Therefore, integrating electronic reading with the existing literacy instruction meets the changing needs of our adult English learners. The possibility that the younger generation growing up in a digital environment may lack the ability and confidence to read deeply concerns many educators. This mixed-method study aims to explore the effects of Kindlemediated reading on university students’ higher-order thinking and reading self-efficacy. Quantitative and qualitative data were collected from 45 first-year students taking their year-long required reading course. The analyses of the post-reading questions raised by the participants indicate that the Kindle group raised a higher number of higherorder thinking questions than did the hard-copy group. However, no significant difference was identified in reading self-efficacy between the two groups.