The Digital Debate in L2 Context: Influence of Presentation Media and Language on Reading Comprehension for English L2 Speakers

Abstract

The effectiveness of reading from a screen in comparison to reading from paper has been widely debated in literature. While factors such as text type and text structure have been carefully analysed in the context of cognitive load theory and working memory capacity, possible influence of L1 and L2 has not been considered yet. The present study investigates the effects of language, text type, and medium on reading comprehension in Dutch and L2 English. Sixteen Dutch bachelor students of English participated in a reading comprehension experiment. The participants were asked to read several different linear English and Dutch texts, either on a computer screen or on paper. A short series of inductive multiple-choice comprehension questions followed after each text. No difference in reading comprehension was found when comparing medium, but text type had a significant main effect on reading comprehension. Language as a main variable seemed to have no significant negative or positive effects on performance, even when making comparisons across different text types. Explanations of the varying effects and implications of cognitive load and multimedia principles on reading comprehension are discussed, together with limitations of the study in regard to readers’ behaviours. The varying yet insignificant effect of language shows more research is required on this subject to reach a proper conclusion.