Screen Reading vs. Paper Reading: Effects on EFL Students' Reading Comprehension

The effect of the shift to screen-based reading versus print-based reading on comprehension has been raised as a concern. This quasi-experimental study investigated the effect of reading modality on the reading- comprehension performance of ۱۱۱ intermediate students of Iranian university studying English as a foreign language (EFL). Group homogeneity was achieved by administering the TOEFL junior placement test; the participants were randomly chosen and placed in an instructional condition of screen-based (n = ۵۷) or print-based (n = ۵۴). The two groups were read the same texts and provided with the same comprehension tests in over ten instructional sessions. As shown by independent sample t-test, there was no statistically significant difference between the two modalities, t(۱۰۹) = ۱.۹۷, p =.۰۵۱, though the print-based group had a slightly higher mean score (M = ۵۸.۹۰, SD = ۱۶.۶۳) as compared to the screen-based group (M = ۵۲.۸۵, SD = ۱۵.۶۵). A small-to-medium effect size (Cohen, d =.۳۷) implied a slight practical benefit of print reading. Conversely, the screen-based group said that they had more positive attitudes towards digital reading. The gap between attitudes and performance reflects that a higher level of interest in using the digital platform is not always accompanied by a better understanding. On the whole, this results in the fact that modality of reading does not have a decisive impact on EFL reading comprehension. The combination of digital resources and print-based resources with explicit teaching of metacognitive reading strategies is thus advisable.

کلیدواژه ها:

Screen-reading ، Paper-reading ، Reading Comprehension ، EFL learners ، Learner attitudes