Modeling the use of electronic books to engage young EFL readers in a teacher education methodology course in the U.A.E. (Pre-published version)

Abstract

Teaching “Reading” has traditionally focused on using conventional printed books. However, there is a growing shift towards interactive reading approaches, some of which may incorporate digital media. This article discusses the use of electronic books to engage young EFL learners, as part of a larger study which shaped a teacher education reading methodology course in the Higher Colleges of Technology (HCT) B.Ed. program in the United Arab Emirates (UAE). Teacher educators model a variety of interactive strategies such as animation, sound effects, hyperlinked vocabulary, hidden hotspots and gradual revelation of text for involving young EFL learners in the reading process. Through course evaluations, focus group discussions and Teaching Practice observational analysis, perceptions of the impact of multimedia rich reading lessons on EFL Emirati students are explored. These findings could have important implications for the effective delivery of teacher education in the UAE. It is suggested that performance modeling using e-books may maximize opportunities for student teachers to enhance children’s English literacy and language development.