The Influence of the Reading Medium on Learning Efficacy

Abstract

This paper outlines the differences between electronic and printed reading comprehension for English as a Foreign Language (EFL) students. It explores which sources EFL students prefer and the reasons behind that; whether the reading mode influences the comprehension of the material being read; and which reading strategies are applied to each reading mode. We hypothesize that comprehension is easier and more successful when reading from printed sources. The method includes an experiment with students from the English Language Teaching (ELT) Program at the South East European University (SEEU) in North Macedonia. It aims to analyze and compare text comprehension and strategies used during digital reading (e-reading) and printed reading (p-reading). Findings clearly showed a preference for p-reading and more successful comprehension with this mode. No difference was found in the reading strategies application between e-reading and p-reading. The main conclusion is that there are no differences in the cognitive process underlying reading and understanding of electronic and print media, but comprehension and hence learning is more successful with printed sources. Eye fatigue and brain strain are the greatest disadvantages of electronic reading. Current and future English teachers, educational workers and policy makers should consider these conclusions when creating curricula for all educational levels and all ages.