Abstract:
This project sought to address two challenges in the training of pre-service English teachers: (1) how to better prepare pre-service teachers to support young English learners with difficulties in learning to read and (2) how to provide opportunities for pre-service teachers to explore new technology tools to enhance the teaching of fundamental reading skills. In accordance with the aims, a total of 27 pre-service English teachers from the Education University of Hong Kong were recruited to explore the use of e-books to support struggling readers from two local primary schools. Through creating their own e-books, developing accompanying lesson plans, and conducting trial lessons, the recruited pre-service teachers actively constructed knowledge about e-books and their use in the early primary English classroom. Data collected from the pre- and post-project questionnaires and focus group interviews show this project increased recruited pre-service teachers’ understanding of e-books as a tool to support early literary practices as well as their ability to consider the use of e-books in English classrooms critically. Findings were also translated into recommendations on e-book design and effective use of teacher-made e-books.
Code:
T0206
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Feb 2018
End Date:
30 Apr 2019
Status:
Completed
Result:
Findings were translated into recommendations on e-book design and effective use of teacher-made e-books and they are summarised as follows:
In order to design an e-book that is accessible and enjoyable for all, it is important to consider how well a book can take advantage of its added digital affordances to support ‘learning to read’ and ‘reading engagement’.
In our experience, e-books with supportive features did help to make reading less laborious, therefore improving struggling readers’ reading enjoyment and motivation.
E-books have rich potential in promoting some key facets of reading engagement (e.g. interactive and personalised engagement). In our experience, when appropriate technology was used to support these key facets of reading engagement, their appeal to young struggling readers also increased.
In order for e-books to support reading to learn effectively, a teacher must consider ways technology can be used to enhance the teaching of reading. In our experience, e-books did not make much difference to the way reading comprehension strategies were taught. However, e-books did have the potential to encourage more practice on reading fluency in an enjoyable way.
Impact:
The vast majority of beneficiaries, particularly the recruited student teachers, evaluated the project positively, recognizing its positive impact on their understanding of how they can better support the teaching of fundamental reading skills to young English learners with difficulties in learning to read and their ability to consider the use of e-books in classroom contexts critically. This shows the value of providing opportunities for pre-service English teachers to engage in projects where time and space are given for them to explore new technological tools together with customised training workshops and supervised practice opportunities. This is especially so when training for such tools is not available in their regular ELT methodology courses. In addition, given the complex nature of the process of learning to read, many pre-service English teachers do feel they need additional learning opportunities beyond their regular courses to acquire knowledge and skills necessary for facilitating this complex process. In this project, efforts were also made to translate project findings into recommendations and guidance to pre- and in-service English language teachers, teacher educators or anyone who is concerned about teaching reading to young children through poster/ seminar/ conference presentations as well as the project’s Moodle site.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Lee, C. L. J. (2019, May 24). Hooking struggling readers with books they CAN and WANT to read: Teacher-made e-books. Poster presentation at Learning and Teaching @ EdUHK Festival 2019, The Education University of Hong Kong. [Poster presentation]. (https://repository.eduhk.hk/en/publications/hooking-struggling-readers-w...)
Lee, C. L. J. (2019, March 26). Making reading accessible and enjoyable for all - potential of teacher-made ebooks in supporting young English language learners who struggle to read. Paper presented at the Educating the Global Citizen International Perspectives on Foreign Language Teaching in the Digital Age Conference, University of Munich, Germany (Number of participants: 20)(https://repository.eduhk.hk/en/publications/making-reading-accessible-an...)
Lee, C. L. J. (2019, June 8). Potential of teacher-made ebooks in supporting young English learners. Paper presentation at the 2nd Annual Roundtable of Department of Department of English Language Education (ELE). The Education University of Hong Kong on 8 June 2019. (Number of participants: 20)(https://repository.eduhk.hk/en/publications/potential-of-teacher-made-eb...)
Seminars/ Presentations/ Sharing Sessions
Lee, C. L. J. (2019, February 21). Using ebooks in the early primary English classroom-the perspectives and insights of pre-service English teachers. Seminar conducted at The Education University of Hong Kong. (Number of participants: 26 staff and students)(https://repository.eduhk.hk/en/publications/using-ebooks-in-the-early-pr...)
Lee, C. L. J. (2018, March 3). Hooking struggling readers with books they CAN and WANT to read: Appreciating e-books which are appropriate for and appealing to struggling readers. Workshop conducted at The Education University of Hong Kong. (Number of participants: 27 student participants)(https://repository.eduhk.hk/en/publications/hooking-struggling-readers-w...)
Lee, C. L. J. (2018, May 9). Hooking struggling readers with books they CAN and WANT to read: Making E-books with ‘Book Creator’. Workshop conducted at The Education University of Hong Kong. (Number of participants: 27 student participants)(https://repository.eduhk.hk/en/publications/hooking-struggling-readers-w...)
Lee, C. L. J. (2018, May 13). Hooking struggling readers with books they CAN and WANT to read: Teaching Struggling Readers with E-Books: Principles and Strategies. Workshop conducted at The Education University of Hong Kong. (Number of participants: 27 student participants)(https://repository.eduhk.hk/en/publications/hooking-struggling-readers-w...)
Lee, C. L. J. (2020, March). Exploring Teacher-made e-books as a Tool to Support Learning to Read, Online seminar conducted via Zoom at The Education University of Hong Kong. (Number of participants: 50)(https://repository.eduhk.hk/en/publications/exploring-teacher-made-e-boo...)
Teaching and Learning Resources/ Materials (including online resources)
A Moodle site with learning resources on supporting struggling readers with teacher-created e-books (https://repository.eduhk.hk/en/publications/supporting-struggling-reader...)
Financial Year:
2017-18
Type:
TDG