Abstract
The construction of meaning and inference generation considering low- and high- working memory span when readers read digital texts in L2 to criticize and to summarize were examined. Data collection included Reading Span Test, verbal protocol and post-reading tasks. The low-span group showed more misunderstandings in both purposes and a significant result of moderate correlation between reading time and reading to summarize. Both groups made more metacognitive comments when reading hypertexts to summarize and found strategies to cope with the demands of the nonlinear hypertext.
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