Children’s practices and engagement in e-Reading for pleasure: A case study of a Malaysian Primary School / Seyedeh Ghazal Ghalebandi
Children nowadays have been exposed to on-screen reading or e-reading since the development of mobile application and devices to support reading and learning activities. The reading for pleasure declines as children grow older. Studies highlighted the reduces children’s time and motivation for vo...
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| Format: | Thesis |
| Published: |
2020
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| Online Access: | http://studentsrepo.um.edu.my/14397/1/Seyedeh_Ghazal.pdf http://studentsrepo.um.edu.my/14397/2/Seyedeh_Ghazal.pdf http://studentsrepo.um.edu.my/14397/ |
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| Summary: | Children nowadays have been exposed to on-screen reading or e-reading since the
development of mobile application and devices to support reading and learning
activities. The reading for pleasure declines as children grow older. Studies highlighted
the reduces children’s time and motivation for voluntary reading because of competing
interests and other leisure activities. It is believed that recent technological
advancements are also contributing to the decline in reading for pleasure. This study
employed a case study approach to understanding children’s practices and engagement
in e-reading for pleasure context. The following research questions were put forward in
the investigation: a) how do children demonstrate their e-reading experience when using
touch screen device? b) What drives children emotional engagement in e-reading
exercise when using touch screen device? c) What drives children behavioral
engagement in e-reading exercise when using touch screen device? d) How do children
demonstrate their understanding of the e-reading exercise when using touch screen
device? The study was conducted based on the engagement model of reading
development as the theoretical underpinning to guide the study as well as selfdetermination
theory. Engagement model includes three engagement components
namely emotional, behavioral, and cognitive, and self-determination theory comprises
autonomy, competence, and relatedness. Participants in the study include ten
multilingual children aged between seven to eight years old from a primary school and
their parents. The study adopted observation and interview as data collection
techniques. Data collections were conducted at the library and computer room inside the
school compound where the children were given iPad that was installed with several reading applications for e-reading sessions. Each e-reading session took around 10 to 15
minutes, a total of eight reading activities were conducted in individual and shared
settings. Thematic analysis was used as an inductive analysis through coding strategies
to generate relevant themes or concepts from the data. The findings from the study
reveal that children exhibited passive and active reading behaviors in individual and
shared settings. They experienced enthusiasm and enjoyment as well as boredom to
complete or continue the reading activities through their interaction with interface and
peer interaction. Several motivation and engagement constructs are discovered to
influence the emergent themes from the data. Children demonstrated RECEIVE
construct through attentiveness and taking an interest in the genre, topics, and context of
reading apps as well as RESPONSE through the excitement and amusement towards
interaction with the interface and peer interaction. The PHYSICAL EFFORT revolved
around applying sensory skills and touched-based gestures to operate the device or get
lost in their favorite topic to read such as navigating the app interface and manipulating
the screen. The MENTAL EFFORT corresponded with commenting about the app and
the content, asking questions, and showing more interest in visual and audition features
of reading apps. Moreover, it was evident that children's PERCEIVED VALUE of
reading was influenced by verbal information they receive from parents or guardians
highlighting the importance of reading and learning in English. Thus, not only the
reading from the iPad itself was enjoyable, but also valuable and supported. In addition,
SELF-EFFICACY was regarded to their ability to interact with iPad and read in
English; as reported by parents on children’ home literacy practices SCAFFOLDING.
Children used several cognitive strategies to engage with text such as GUESSING the
meaning of unfamiliar words, making ASSOCIATIONS between visual and verbal
information, providing SYNONYMS, and SUMMARIZING the key events in proper
sequences. However, the design of reading apps made it difficult for children to fully understand the text and recall the key events in the correct sequence. It maintains that
assisted cognitive tools should be embedded for the scaffolding and supporting
children's information retrieval process. No empirical study could be located in the form
of case study to explore children’s e-reading experiences and engagement when the
intention is reading for pleasure using storybooks and educational apps in the second
language, particularly for those who are in the stage of learning to read (grade 1 and 2).
Children’s reading motivation and engagement will encourage a satisfactory experience,
improved reading performance (comprehension), and persistent in reading habits.
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