Digital reading in a second or foreign language: A systematic literature review

Reiber-Kuijpers, M.; Kral, Marijke; Meijer, Paulien C.

doi:10.1016/j.compedu.2020.104115

Cited by 29 publications

(16 citation statements)

References 41 publications

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“…The think-aloud strategy for reading has been adapted by several researchers ( Bai, 2018 ; Camilo et al, 2020 ; Follmer & Sperling, 2018 ; Huang, 2019 ; Lan, 2020 ; Li & Clariana, 2019 ; Reiber-Kuijpers et al, 2021 ; Wei, 2020 ). They employed think-aloud procedures in their studies for the process of recognizing metacognitive strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

Al-Ahdal

Alolaywi

2022

F1000Res

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Background: In language learning, reading is a skill that enables interaction with a text in whatever field of knowledge the learner is pursuing. Readers tend to use strategies such as comprehension, interpretation and conception of decoding written language and texts to enhance their reading capacity. This research explores the reading strategies applied by Saudi English as a Foreign Language (EFL) learners and compares the reading abilities of male and female EFL students. Methods: The study interviewed three EFL students about the reading strategies they applied while reading passages and texts. Then an International English Language Testing System (IELTS) reading test was handed over to 26 randomly selected students. Results: The study found that the reading strategies used by the students interviewed involved skimming, scanning, guessing the meaning from context, identifying the mean idea, and summarizing the body of the text in question. Moreover, the study revealed that both male and female students scored low in the IELTS tests that the researchers conducted. The average mean score they reached was 7.15 out of 20. However, even in the low scoring ratio, female students (M=7.69) outperformed male students (M= 6.62) and the difference between them remained significant, P=.000. Conclusions: The study recommends that the language instructors help EFL learners in developing their reading strategies and applying them every time they read any text.

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Section: Literature Reviewmentioning

confidence: 99%

“…Language researchers have shown a keen interest in the ‘think-aloud’ (expressing the thoughts as they occur) technique as a reading strategy ( Lee et al , 2019 ; Li & Clariana, 2019 ; Ozek & Civelek, 2006 ; Reiber et al , 2021 ; Wei, 2020 ). However, even with the many investigations performed, several issues remain foggy.…”

Section: Introductionmentioning

confidence: 99%

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

Al-Ahdal

Alolaywi

2022

F1000Res

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“…In general, there have been different definitions of EFL reading comprehension in digital learning environments, since researchers often define the concept according to their own research field. A widely accepted definition is the cognitive process of transforming texts, graphics, and other multimodal stimuli into information to understand [54]. In addition, scholars have pointed out that it is necessary to consider the ubiquities of EFL reading comprehension in comparison with the mother language, namely, prior literacy experience in the reading process, limited sophistication, and dual-language involvement [7,9].…”

Section: Efl Reading Comprehension In Immersive Learning Environmentsmentioning

confidence: 99%

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

et al. 2021

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As is indicated by the United Nation’s Sustainable Development Goal 4, it is crucial to have access to inclusive and quality education for all. For English as a Foreign Language (EFL) learners, reading English is a basic skill for learners to acquire and exchange information and to have lifelong learning experiences. To provide a vivid EFL learning environment, a visual prompt scaffolding-based VR (VPS-VR) approach was proposed to enhance students’ reading comprehension skills. To investigate the effectiveness of the proposed approach, an experiment was conducted in an English reading course at a Chinese university. Students from experimental group A (N = 31) learned with the VPS-VR approach, experimental group B (N = 32) learned with the virtual reality (VR) approach, and the control group learned with the traditional instruction (TI) approach. The results revealed the positive effects of the VPS-VR approach on students’ EFL reading comprehension, learning motivation, and English learning anxiety. Furthermore, it was also found that experimental students’ lower-level skills of reading comprehension, such as information location and text comprehension, were significantly improved, rather than the higher-level skills of reflection and evaluation. Fifteen students participated in interviews, and their learning experience and technology acceptance are also discussed.

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“…Even though they may reach an agreement, everyone might have distinct viewpoints concerning suggesting information and understanding a message. There are various previous studies regarding digital reading comprehension, including [10], [14], [15], [16], [17], [18]. The results from these studies indicate advantages of digital reading have had a meaningful impact on students' comprehension skills.…”

Section: Introductionmentioning

confidence: 96%

Coastal Students’ Perspectives on Digital Reading Comprehension: A Rasch Model Analysis

Subroto¹,

Agust²,

Angela³

et al. 2022

Proceedings of the 1st International Conference on Maritime Education, ICOME 2021, 3-5 November 2021, Tanjungpinang, Riau Islan

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The purpose of this study was to determine the coastal students' perspective on digital reading comprehension. The study was conducted at Universitas Maritim Raja Ali Haji in the department of English Education in 2021. A descriptive quantitative method using questionnaires was applied to collect data from 70 second-semester students who participated in this exercise. The data collected was analyzed quantitatively using the Rasch model called Winsteps version 3.73 software. The results revealed that most coastal students had a good perception of digital reading comprehension. Furthermore, they believed digital reading greatly improved their reading comprehension than traditional methods.

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Digital reading in a second or foreign language: A systematic literature review

Cited by 29 publications

References 41 publications

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study

Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety

Coastal Students’ Perspectives on Digital Reading Comprehension: A Rasch Model Analysis

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