"EFL Learners and Digital Reading Effects on Vocabulary Retention and Usage"
Keywords:
Digital Reading, Vocabulary Retention, EFL Learners, Vocabulary Usage, Digital Literacy, Regression Analysis, Quantitative Study, Language Acquisition, Vocabulary LearningAbstract
Background:
Digital reading has been identified as a potential tool for enhancing vocabulary acquisition in English as a Foreign Language (EFL) learners. However, the effects of digital reading on vocabulary retention and usage remain underexplored. This study investigates the relationship between digital reading habits and vocabulary outcomes among EFL learners.
Objective:
The primary aim of this study is to examine the impact of digital reading on vocabulary retention and usage among EFL learners, focusing on the frequency of digital reading, the type of content, and digital literacy.
Methodology:
A quantitative research design was employed, using a structured questionnaire to collect data from 273 EFL learners. Participants were asked about their digital reading habits, digital literacy, and self-reported vocabulary retention and usage. A vocabulary test was also administered to assess objective vocabulary retention. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis.
Results:
The results indicated that there was no statistically significant relationship between the independent variables (frequency of digital reading, type of content, and digital literacy) and vocabulary retention or usage. The regression analysis revealed a very low R-squared value, suggesting that these variables explained very little of the variance in vocabulary retention. The Cronbach’s Alpha value of 0.82 indicated reliable data, but the overall findings suggest that digital reading, in this context, has a minimal direct impact on vocabulary outcomes.
Conclusion:
The findings of this study challenge the assumption that digital reading directly enhances vocabulary retention and usage. While digital reading may contribute to language learning, other factors such as learner motivation, prior vocabulary knowledge, and the quality of interaction with digital content may play more significant roles. Future research should explore additional factors influencing vocabulary acquisition and examine the long-term effects of digital reading on language learning.
