- Author: Parlindungan Pardede
- Issue Date: 2017/10/6
As a result of the accelerating advancement of technology, the use of digital texts rapidly increases in all levels of education. This trend can be advantageous to EFL learners because digital texts provide them with rich comprehensible inputs they do not receive from their daily life environment. However, current studies showed contradictory results concerning the effect of print reading versus digital reading to reading comprehension. Some showed print reading superiority, some showed no significant difference, and some others showed digital reading superiority. This might cause teachers uncertain whether they should facilitate digital reading to their students or not. This article analyzes 20 recent studies showing the inconsistent results to see the possible factors attributed to the inconsistency. Two types of factors attributed to the contradictory results are identified. First, the varieties of the designs of the study, including the heterogeneity of the subjects’ age-group and sample size inadequacy, varied settings, diverse independent and dependent variables, unclear measures validity and reliability, and inappropriate mastery or even absence of digital reading strategies among the participants. Second, the various advancement levels of the technology employed in the study.
Keywords: print reading, digital reading, reading comprehension