Comparative Effect of Digital and Print Reading Materials on Engagement and Comprehension among Young ESL

Abstract

This systematic literature review investigates the comparative effects of digital and print reading materials on reading engagement and comprehension among young English as a Second Language (ESL) learners. As digital technologies become increasingly integrated into educational contexts, understanding the implications of different reading formats is vital for informed pedagogical decision-making. The review draws from peer-reviewed studies published between 2013 and 2024, sourced from major academic databases such as ERIC, Scopus, and Web of Science. An initial total of 32 journal articles and research papers were identified. Following the application of defined inclusion and exclusion criteria, 16 studies were selected for final analysis. The findings show that digital reading formats often increase student interest because they are interactive and use multimedia, but print materials are better for helping students understand deeply because they are organized and have fewer distractions. Additionally, factors such as learner preferences, cognitive load, instructional design, and environmental context influence the outcomes of both formats. The review concludes that a balanced integration of digital and print materials, tailored to learners' needs and supported by guided instruction, may offer the most effective approach in ESL classrooms. Implications for educators and directions for future research are discussed.