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16 -19 year old ESOL learners (all
boys) on a Foundation Learning ESOL
(with) ICT course.
Ethnic backgrounds
A mix of educational background and
experience
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To find out if using a
Kindle improved literacy
levels in this group.
15 minutes of Kindle
time each week during
a lesson.
Responsible learners
were eventually allowed
to borrow the Kindle
overnight.
Appropriate books
downloaded.
A
Nepalese boy said he wouldn’t read any
kind of book even if he was given a Kindle.
 Curiosity aroused – (what is this gadget?)
 He was the only student who came in to read
when others had been signed off.
Learners
initially reluctant to pick it
up and read.
Gradual interest.
Comparisons with mobiles.
Evidence of increase in vocabulary
and improved sentence structure in
written work.
The
ease of access to a dictionary –
no need to switch around with
screens.
The ability to access the internet for
an image if they didn’t understand
the dictionary explanation.
The ‘cool’ factor – showing off to
friends when allowed to take it out.
 Only
one Kindle which they had to share.
(The college Library has just acquired
more which it should be able to lend out.)
 Short
access slots
 ‘Black
and white’!
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Increased interest and engagement.
More motivation and willingness to
read.
One Kindle in a group of 12 was not
ideal.
Issues with choice of books – hope to
sort out accounts issues.
This was testing the waters – a more
focussed approach needed.