Does Digitalised Reading Enhance Comprehension While Reading for Pleasure?

Abstract

This pilot study is an exploratory investigation aimed at understanding the influence of a Reading for Pleasure (RfP) program on the reading comprehension abilities of 11 th -grade students in private schools of Ajman, United Arab Emirates (UAE). Anchored in the context of secondary education, this research addresses a significant gap in the literature by focusing on a region typically underrepresented in educational research. At the core of this study lies a comparative analysis of two distinct reading mediums - digital and traditional. Employing a mixed-methods approach, the study intertwines quantitative data from quasi-experimental designs with qualitative insights garnered from student interviews. This methodology allows for a nuanced understanding of the effectiveness of the RfP program, along with students ’ perceptions and preferences concerning digital versus traditional reading formats. The research findings are particularly illuminating in the current educational landscape. Despite the increasing digitalisation of education, the study reveals no significant difference in reading comprehension outcomes between digital and traditional reading mediums. Additionally, it underscores the pivotal role that reading for pleasure plays in enhancing comprehension skills, a facet often overlooked in conventional academic settings. Furthermore, the study offers pertinent insights into the practical implications of these findings for the UAE ’ s educational system, especially in light of the country ’ s endeavors to enhance English language proficiency and prepare students for international benchmark examinations such as PISA.