The Effectiveness of Interactive E-Book in Enhancing English Language Skills Among Fifth Grade Elementary Students

Abstract

This study aimed to investigate the effectiveness of using an interactive e-book in developing English language skills among fifth-grade female students. To achieve this objective, the quasi-experimental design within the experimental research methodology a descriptive approach was employed. The study sample, consisting of 46 fifth-grade students from Deir Jarir Secondary Girls School under the Directorate of Education in Ramallah and Al-Bireh, was selected using a purposive convenient sampling method during the first semester of the 2024–2025 academic year. The sample was randomly assigned into two groups: an experimental group and a control group, after ensuring equivalence in terms of gender, age, and place of residence. The experimental group (23 students) was taught English using the interactive e-book, while the control group (23 students) received instruction through traditional teaching methods. The study tools included the interactive e-book as the intervention tool, a validated and reliable English language skills assessment (covering reading, writing, listening, and speaking), and an interview protocol. Results from the paired-sample t-test revealed statistically significant differences between the pre-test and post-test scores of the experimental group, indicating that the use of the interactive e-book had a positive impact on enhancing all four English language skills. Furthermore, significant differences were found between the post-test scores of the experimental and control groups in favor of the experimental group, leading to the rejection of the null hypothesis that assumed no statistically significant differences between the groups. In light of these findings, the researcher recommends integrating interactive e-books into school curricula due to their demonstrated effectiveness in improving students’ English language proficiency.