This study explores effects of e-book and audio-book on EFL comprehension. It was conducted at a university in Korea with 75 college students. The whole experiment lasted for five weeks in 2020. To determine effectiveness of multiple modalities, participants were assigned to three different experimental groups: e-book, audio-book, and e-audio-book (a combination of e-book and audio-book) groups. While the e-book group was provided with passages in a text format, the audio group received the same passages in an audio format. The e-audio-book group was given both text and audio formats. At the beginning and end of the treatment, pretest and posttest were administered. As expected, the e-audio-book group benefited more than the other two groups in listening comprehension. However, they showed better performance in reading comprehension than the audio-book group only. Additionally, the e-book group performed better in reading comprehension compared to the audio-book group. Based on these findings, pedagogical implications are made.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Effects of Modality Modes on Learning
    2.2. E-Book and Audio-Book
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection
    3.3. Research Procedures
    3.4. Data Analysis
4. RESULTS
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Na-Young Kim(Professor, Department of General Education, Sehan University)