Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language

Jie, Yu; Yang, Xiaoming; Hu, Jie

doi:10.1080/09588221.2021.2012200

Cited by 33 publications

(29 citation statements)

References 54 publications

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“…Reading texts on screen has been found to be different from on paper (Ackerman & Goldsmith, 2011). Since online platforms involve novel types of texts and sociocultural practices (OECD, 2011; Yu et al, 2022), it is important that students master digital reading skills such as navigating through ambiguity and assessing text credibility (OECD, 2011). Having witnessed the expansion of the medium of reading from paper to digital devices and the new requirement for students to read smoothly on digital platforms, the Programme for International Student Assessment (PISA), a triennial international survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess 15-year-olds’ academic achievement, redefined reading performance in its most recent cycle, PISA 2018, and conducted a large-scale computer-based reading assessment.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study

Wang

2023

Journal of Educational Computing Research

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The age of information and communication technology (ICT) has witnessed the prevalence of computer-based reading. Previous studies yielded mixed results concerning the relationship between ICT perceived competence, ICT use and digital reading performance, and the underlying mechanism was rarely explored. This study aimed to explore the relationship between ICT perceived competence and adolescents’ digital reading performance and the potential mediating roles of three types of ICT use. Multilevel mediation analyses were conducted for 199,646 15-year-old students from 29 OECD countries/regions in the Programme for International Student Assessment (PISA) 2018, in which digital reading performance was assessed by multistage adaptive computer-based testing. The results revealed that a) ICT perceived competence and digital reading performance were positively correlated; b) ICT use significantly mediated the relationship; c) students with higher-level ICT perceived competence tended to use ICT for leisure at home more frequently, which led to better digital reading performance; d) the suppression effects were revealed, indicating the need to consider the interrelationship between ICT perceived competence and ICT use. These findings provided new evidence for the self-determination theory and the ICT engagement model, suggesting that appropriate ICT use driven by high-level ICT perceived competence might help improve adolescents’ digital reading performance.

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Section: Introductionmentioning

confidence: 99%

The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study

Wang

2023

Journal of Educational Computing Research

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“…It is difficult to ascertain their relation in a blatant way, and therefore, corresponding suggestion should be carefully examined. Second, the impact of students' psychological status differs significantly by cultural background [49][50] and subject [51,52]; thus, the results based on New Zealand students' digital reading performance should be applied with caution to other countries or regions.…”

Section: Conclusion and Implicationmentioning

confidence: 99%

ICT Self-Efficacy and ICT Interest Mediate the Gender Differences in Digital Reading: A Multilevel Serial Mediation Analysis

2022

Int. J. Emerg. Technol. Learn.

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With an increasing number of information has disseminated in the digital form, digital reading, a sub-construct of ICT literacy, is significant for young generations to succeed in the digital era. gender differences, however is ob-served in students’ digital reading performance which calls for meticulous ex-amination. This study aimed to explore whether ICT self-efficacy and ICT in-terest could explain the gender differences in digital reading, and how ICT self-efficacy and ICT interest are associated in explaining the gender differ-ences in digital reading. Data from 6,173 samples from 192 schools in Estonia who took part in the Programme for International Student Assessment (PISA) 2018 were collected. Multilevel serial mediation analysis showed that both ICT self-efficacy and ICT interest mediated the gender differences in digital reading, the lower level of ICT self-efficacy and ICT interest girls had could explain the decrease of their digital reading performance. Results also indicat-ed that girls were not inherently less interested in ICT, and the seemingly less ICT interest girls had was largely owing to their lower level of ICT self-efficacy shaped by the general sex-role stereotype of computer use. Pedagogi-cal intervention on strengthening girls’ ICT self-efficacy was suggested to in-crease girls ICT interest and their digital reading performance to empower them in the digital era.

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“…The majority of the above studies focus on the language skills of speaking (e.g., AbuSeileek & Qatawneh, 2013 ; Cunningham, 2016 ; McNeil, 2014 ; Razagifard, 2013 ) and writing (e.g., Angeli & Schwartz, 2016 ). However, research concerning the language skills of reading, particularly digital reading, is noticeably scarce (Christopher et al, 2004 ; Yu et al, 2022 ). Additionally, differences in the timing of asynchronous responses convey important information about users’ perceptions and expectations of ASCMC (Tyler & Tang, 2003 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students’ digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students’ digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren’s metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students’ metacognition of assessing credibility. Practical implications and suggestions for students’ self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students’ digital reading achievement in the post-COVID-19 pandemic era.

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Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language

Cited by 33 publications

References 54 publications

The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study

The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study

ICT Self-Efficacy and ICT Interest Mediate the Gender Differences in Digital Reading: A Multilevel Serial Mediation Analysis

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

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