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Interactive digital textbooks and engagement: A learning strategies framework

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Item Summary

Title: Interactive digital textbooks and engagement: A learning strategies framework
Authors: Bikowski, Dawn
Casal, Elliott
Keywords: Language Learning Strategies
Reading
Multimodal Texts
Mobile Learning
English for Specific Purposes
Issue Date: 01 Feb 2018
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Bikowski, D., & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22(1), 119–136. http://dx.doi.org/10125/44584
Abstract: This mixed-methods study explored non-native English speaking students’ learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data collection. Participants included 13 students in a large U.S. university Business English class. This study responds to the call for further research on how interacting with digital textbooks and mobile devices may affect student reading behaviors and the learning process, using the cultures-of-use conceptual framework by Thorne (2003) as a lens for analysis. Results of a paired Wilcoxon signed-rank test found that participants entered the course with high expectations for the digital textbook and ratings remained high over the term, with only one area showing a significant decrease in engagement. Analysis of think aloud protocol and reflective journal data resulted in the creation of the Framework for Learning with Digital Resources. This framework of learning processes and strategies can be used by materials designers in creating digital textbooks and resources and by educators in supporting students as they move from using digital devices mainly for personal use to utilizing them effectively in their learning.
URI/DOI: http://hdl.handle.net/10125/44584
ISSN: 1094-3501
1094-3501
Appears in Collections:Volume 22 Number 1, February 2018


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