In today’s digital era, tablets are gaining popularity as reading devices. However, few studies have compared reading e-books on tablets with reading printed books and regular classroom instruction for language learning. To evaluate the role of tablets in reading and analyze the possibilities, the current study examined 97 elementary school students learning English as a foreign language in South Korea. These students were taught English once or twice a week for 11 weeks based on extensive reading using tablets (n = 42), printed books (n = 32), or regular textbook-based instruction as control (n = 23). The results indicate that literal level reading comprehension was improved the largest in the tablet group compared with the other groups. By contrast, improvements in inferential reading comprehension and grammatical knowledge were greater in those reading printed books than in the tablet group. The findings suggest that the print medium was superior for deep reading and digital texts were better for quick and shallow learning.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Effects of Digital Reading and Print Reading on Reading Comprehension
    2.2. Effects of Digital Reading and Print Reading on Grammatical Knowledge
3. METHODS
    3.1. Participants and Settings
    3.2. Treatment Conditions
    3.3. Measures
    3.4. Procedure
    3.5. Data Analysis
4. RESULTS
    4.1. Reading Comprehension
    4.2. Grammatical Knowledge
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Jihyeon Park(Graduate Student, Department of English Education, Gyeongsang National University)
• Juhee Lee(Professor, Department of English Education, Gyeongsang National University) Corresponding author