Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator

Abstract

Previous research has documented that students’ reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students’ reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students’ reading experience on mobile phones are provided.

Keywords:

• Mobile-assisted language learning
• reading medium
• cognitive load
• digital reading
• structural equation modeling

Acknowledgement

We would like to thank the Virtual Center for College English Teaching and Research, Zhejiang University for the support of the current study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Waiyanyuedu whose previous name is Iyangcong is a paid reading application developed by Foreign Language Teaching and Research Press to foster learners’ interest in EFL reading and improving their reading competency and literacy. It provides extensive reading materials covering various genres, including literature, technology and engineering, history and philosophy, etc. There are Chinese, English and Chinese-English reading modes with a built-in dictionary. Readers can take notes and make comments while reading and share these notes and comments on Waiyanyuedu forums.

Additional information

Funding

This work was supported by the National Social Science Fund of China, China ‘Construction and Research on the Multidimensional Evaluation of the Database of Chinese Second Language Students’ Reading Literacy’ [grant number: 21BYY024].

Notes on contributors

Xiaoming Yang

Miss Xiaoming Yang is a PhD student, studying at the Department of Linguistics, the School of International Studies, Zhejiang University, Hangzhou 310058, China. Her research interests lie in second language acquisition, reading comprehension studies and computer-assisted English language learning. E-mail: [email protected]. ORCID: https://orcid.org/0000-0002-6710-3720

Jie Hu

Professor Jie Hu, PhD, is a professor working at the Department of Linguistics, the School of International Studies, Zhejiang University, Hangzhou 310058, China. She has been focusing on English language education for more than 10 years after her PhD graduation from the University of Warwick, UK. She has conducted two national level research projects and published some selective research papers. Her research interests include ICT-based English language education, second language acquisition, digital reading, educational data mining and learning analysis. E-mail: [email protected], ORCID: https://orcid.org/0000-0003-2219-2587