Akademik Veri Yönetim Sistemi
COMPUTER ASSISTED LANGUAGE LEARNING, 2025 (AHCI, SSCI, Scopus)
This study investigates the effects of digital reading on third-grade English as a Foreign Language (EFL) students' motivation, attitude, reading comprehension, and vocabulary acquisition, supported by student and teacher views on digital reading. Reading is crucial for improving a foreign language, allowing learners to obtain information, gain diverse perspectives, and develop critical thinking. With the rise of digital literacy, understanding how children read on screens is essential for their education in today's digital world. An explanatory sequential mixed-method research design was used, combining quantitative pretest-posttest quasi-experimental results with qualitative data. The study involved 23 third-grade EFL students from a private primary school in Turkey, participating in a six-week digital reading program. Data were collected through pretests and post-tests using the Digital Reading Motivation Scale (DMS), Attitude Toward Reading Scale (ATRS), and reading comprehension and vocabulary tests, supplemented by semi-structured interviews and teacher journals. Results showed significant positive effects of digital reading on students' motivation, attitude, reading comprehension, and vocabulary acquisition. Both students and teachers found digital reading lessons beneficial for language development.