From Conventional to Technological Learning Experience: Cambodian Undergraduate EFL Students' Perceptions of Electronic Books on Extensive Reading Practices

The proliferation of electronic books (e-books) has significantly transformed reading practices, offering new paths for language learning, especially extensive reading (ER). This study investigated the perceptions of Cambodian undergraduate EFL students regarding ER using e-books, exploring both benefits and challenges with a three-week mixed-methods data collection. Rigorously, an online survey questionnaire comprised questions on English reading materials and items assessing perceptions and challenges on ER using e-books, was administered to 135 undergraduate EFL students. Subsequently, semi-structured interviews were conducted via Zoom with 30 students, randomly selected from the survey participants, to provide deeper qualitative insights. Survey responses and interview data from undergraduate EFL students, primarily majoring in English Literature, revealed nuanced positive perceptions of ER using e-books. Beyond general convenience for reading in various settings, students specifically highlighted how features such as built-in dictionaries and adjustable font sizes directly facilitated their comprehension and reading fluency. Furthermore, the perceived environmental benefits contributed to a positive attitude towards digital reading. Analysis of the interview data further demonstrated how e-books supported more effective reading practices, with students reporting increased vocabulary acquisition through immediate dictionary access and improved comprehension through annotation tools. While acknowledging challenges such as eye strain, battery limitations, distractions, and internet dependency, this study demonstrates the tangible potential of strategically implemented e-books to enhance ER outcomes for Cambodian EFL undergraduates.