THE ROLE OF LINGUISTIC BACKGROUND IN SHAPING STUDENTS’ READING PROFICIENCY IN VIRTUAL SETTINGS: A CORRELATIONAL STUDY

Abstract

This research draws from the linguistic relativity hypothesis and sociocultural literacy perspectives to investigate how students’ linguistic backgrounds influence their digital reading practices in English as a Foreign Language (EFL) settings. Specifically, it examines the impact of Algerian Arabic and Berber languages on digital literacy habits among university students. Utilizing a sociocultural approach that views reading as a social activity, a mixed-methods approach combining qualitative and quantitative analyses was employed to ensure the credibility of the findings. The study surveyed students from two different Algerian universities situated in cities where the inhabitants primarily speak different native languages, namely Kabyle and Arabic, respectively. The data were collected through a questionnaire and analysed using both statistical and content analysis methods. Results reveal contrasting reading practices between Arabic and Berber speakers, with Arabic speakers emphasizing cognitive benefits of reading, while Berber speakers view it as a cultural tradition, particularly evident in their digital literacy habits. Digital literacy, for Berber speakers, represents both freedom and a continuation of their oral heritage, shaping their preference for narrative texts. In contrast, Arabic speakers lean towards descriptive texts. In conclusion, this study underscores the influence of linguistic backgrounds on Algerian EFL students’ digital reading behaviours.