Abstract
Lay DescriptionWhat is already known about this topic Previous research has shown digital reading involves multiple cognitive processes. Higher and lower‐level text processing skills are positively correlated. What this paper adds The study provides empirical evidence for the interactivity effect in digital text processing. Learners can use different text processing strategies dynamically and nonlinearly, leading to cognitive benefits. Implications for practice and/or policy CALL practitioners and researchers can use the insights from this study to design effective digital reading interventions. Learners may benefit from using different strategies depending on the task at hand.
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