INTERFACE MATTERS: A MIXED-METHODS STUDY ON DIGITAL AND TRADITIONAL READING MODALITIES IN ESL UNIVERSITY CONTEXTS
Abstract
This study compares digital and print reading among ESL university students, focusing on comprehension and reading strategies. While test scores were similar across formats, the reading experience differed. Print readers used more traditional strategies like highlighting and note-taking, while digital readers favored quick tools like translation and search. Many students preferred digital texts after guided use. The findings suggest that format does not impact comprehension but affects strategy use. Teachers should guide students to use digital tools effectively.
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