Exploring Vocabulary Development and Student Preferences: A Comparative Study of Digital and Print Extensive Reading in an EFL Context

Abstract

Objective: This quasi-experimental study aims to investigate the impact of using digital and print extensive reading on EFL students’ vocabulary growth and reveal students’ attitudes toward digital reading.

Methodology: To this end, we collected data using a pre-post vocabulary test and an attitudes' scale (questionnaire). The study involved 74 students majoring in the English language. The students were divided into two groups, namely Group A (the experimental group) and Group B (the control group). Group A was given digital extensive reading for 8 weeks, while group B was given paper extensive reading.

Findings: The results demonstrated that the digital extensive reading method positively impacted the vocabulary growth of EFL students for a variety of reasons. The primary benefit of this method is that learners can access the material from any location and at their own pace. The findings also indicated that EFL university students reflected positive attitudes toward digital reading.

Implications: The study suggests that students engaged in extensive digital reading on various devices reduced boredom and tension. Interactive features like animated content and music improved the reading experience. EFL learners appreciated the effectiveness of online extensive reading programs and perceived digital reading as more beneficial than printed reading.

Conclusions: The study found that extensive digital reading significantly enhanced EFL students' vocabulary, with a positive attitude towards digital reading. The results underscore the importance of including digital reading material in reading courses.