Una revisión sistemática del impacto cognitivo de las modalidades de medios digitales en la comprensión lectora en L2

  1. Pikhart, Marcel 1
  2. Klimova, Blanka 1
  3. Meunier, Fanny 2
  4. Ibarra, Irune 3
  5. Suñer Muñoz, Ferran 2
  6. Zamborova, Katarina 4
  7. Soulé, María Victoria 5
  8. Bartolomé Rodríguez, Rocío 6
  9. Parmaxi, Antigoni 5
  1. 1 University of Hradec Králové
    info

    University of Hradec Králové

    Hradec Králové, República Checa

    ROR https://ror.org/05k238v14

  2. 2 Université Catholique de Louvain
    info

    Université Catholique de Louvain

    Louvain-la-Neuve, Bélgica

    ROR https://ror.org/02495e989

  3. 3 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  4. 4 University of Economics in Bratislava
    info

    University of Economics in Bratislava

    Bratislava, Eslovaquia

    ROR https://ror.org/0310h1546

  5. 5 Cyprus University of Technology
    info

    Cyprus University of Technology

    Limassol, Chipre

    ROR https://ror.org/05qt8tf94

  6. 6 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Show affiliations +
Journal:
Investigaciones Sobre Lectura

ISSN: 2340-8685

Year of publication: 2023

Issue: 18

Pages: 56-87

Type: Article

DOI: 10.24310/ISL.2.18.2023.16655 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Investigaciones Sobre Lectura

Sustainable development goals

Abstract

The current affordances of ICT have – in the past decade – dramatically increased the exposure of students to the number of various digital texts they use or are exposed to when acquiring an additional language. The print media has been supplemented or even sometimes substituted by the digital media at all levels of education, including higher education and university curricula. Various research has recently been conducted into the role of digital media in L2 acquisition and this paper attempts to systematically summarize the results of this research, with a specific focus on reading comprehension. This systematic review follows the PRISMA guidelines (Page et al., 2021). The 2010-2021 studies from Scopus and the Web of Science dealing with the topic have been collected and analysed. Only experimental studies in peer-reviewed research journal papers have been included in the search. By applying this protocol review, 15 papers were selected for a synthesis. The results were classified as: (a) effect of media on reading comprehension, (b) pedagogical implications, (c) future research directions. The study concludes with some discussion and implications for researchers and practitioners from two perspectives: basic or fundamental Second Language Acquisition (FSLA) and instructed Second Language acquisition (ISLA).

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