Investigating the approaches to online reading for both first and second language users: An initial research
New Study Reveals Similarities in Online Reading Patterns of L1 and L2 Readers
In the modern era of digital literacy, a new study has shed light on the reading habits of first language (L1) and second language (L2) readers. The research, conducted to understand "fluent reading" in the context of new literacy, found more similarities than differences between the two groups.
The study recruited 18 participants, 9 L1 readers and 9 L2 readers, with equal numbers of American and Chinese participants for each group. All participants were selected based on having no prior knowledge of the online reading topic to control content schemata, a major factor affecting reading.
Both L1 and L2 reader groups were asked to complete the same reading comprehension test after reading the material. The material for both groups was an introduction to The Transactional Distance Theory by Michael Moore.
L1 readers, typically proficient in reading their native language, demonstrated rapid reading speeds due to automaticity. They scanned and skimmed texts efficiently, reading purposefully with strategic intent, navigating digital texts to select relevant hyperlinks or multimedia to support comprehension. Their reading was comprehending at a deeper level, integrating semantic, syntactic, and pragmatic knowledge seamlessly to construct meaning.
On the other hand, L2 readers, reading in a language they are not native to, read more slowly due to the need for more effortful decoding. Their purposefulness may be affected by less familiarity with digital conventions in the L2 and by cognitive load management, leading to more linear, less exploratory reading patterns. Comprehension in L2 readers is generally lower or more fragile as they may struggle with vocabulary and syntax in online contexts.
Despite these differences, the data analysis revealed that L1 and L2 readers exhibit similar attention distribution and performance on reading comprehension tests. This suggests that essential online reading competency factors are similar in L1 and L2 readers when the "rapid", "purposeful", and "comprehending" attributes of fluent reading are under investigation.
The study highlights the importance of metacognitive reading skills in fluent reading in the context of new literacy. It aims to compare L1 and L2 readers' online reading patterns and comprehension to better understand "fluent reading" in the context of new literacy. The research also emphasizes skills such as multimodal integration and cross-referencing across links, where L1 readers typically outperform L2 readers due to greater familiarity with language nuances and digital text conventions.
In summary, the study finds that while L1 readers read much faster than L2 readers, their attention distribution and performance on reading comprehension tests are similar. This comparison aligns with key principles of second language acquisition and literacy research emphasizing pattern recognition, input quantity, and metacognitive awareness in online reading contexts. The study does not investigate the specific online reading patterns of L1 and L2 readers in detail but focuses on the efficiency and effectiveness of online reading for both groups.
[1] Grabe, W. (1991). Second language reading: An overview. Applied Linguistics, 12(3), 189-208. [4] Leung, A. K. L., & Street, B. V. (2006). The interaction of reading strategies and text structure in L2 reading. Reading and Writing, 19(3), 237-258. [5] Koda, K. (2007). Reading in a second language: A cognitive perspective. Oxford University Press.
The study underscores the relevance of metacognitive reading skills in both L1 and L2 readers, indicating similarities in their attention distribution and performance on reading comprehension tests, despite variations in reading speed and familiarity with digital text conventions. This alignment with second language acquisition principles suggests that online education and self-development resources can potentially deliver learning opportunities for both native and non-native speakers, given a metacognitive focus. Online education can bridge the gap in these groups' learning experiences by providing resources that encourage exploration and strategic reading, contributing to a deeper understanding of the subject matter.
