Paper-Based and Online Extensive Reading in a Japanese University EFL Course: Learner Perceptions and Engagement

Abstract

This study explores student preferences regarding paper and digital book formats in an Extensive Reading (ER)
programme at a Japanese university, as well as how these choices relate to reading volume and attitudes towards ER
over time. Three cohorts (n = 26) were given access to paper graded readers through a classroom book cart and the
university library, as well as to digital graded readers via Xreading. Reading log data were used to identify students’
primary format use, while survey responses (n = 24) and two follow-up interviews provided insight into students’
reasoning and experiences. Paper books were preferred by the majority of students across all three cohorts, with 73%
classified as primarily paper readers. Across all students, nearly four-fifths of completed books were paper-based.
Nevertheless, students described online access as a convenient supplementary option. The preference for paper books
was attributed to familiarity, a sense of deeper engagement, and ease of concentration. Overall reading volume was
broadly similar across primarily paper and mixed readers, though only one participant was classified as primarily
digital. In the 2025 cohort (n = 10), all students reported a more positive attitude towards ER by the end of the semester.
The findings suggest that when both formats are available, paper books are preferred, but digital access is viewed as a
useful supplementary option.