Examination of Internet Reading Habits from the Perspectives of Native and Non-Native Speakers: A Preliminary Investigation
In the digital age, understanding "fluent reading" in the context of new literacy, particularly online reading efficiency and effectiveness, has become a crucial focus. A recent study aimed to address this issue by recruiting an equal number of American (L1) and Chinese (L2) readers and investigating their online reading patterns and comprehension using eye-tracking technology.
The study, conducted to compare L1 and L2 readers' online reading habits, was designed to specifically address online reading efficiency and effectiveness by developing three research questions focusing on reading speed, attention distribution, and reading comprehension. The purpose was to better understand "fluent reading" in the context of new literacy.
The findings from data analysis showed more commonalities than differences between L1 and L2 reader groups in terms of reading patterns and comprehension performance. L1 readers generally exhibited more rapid and automatic online reading due to their established linguistic competence and familiarity with vocabulary, syntax, and cultural context. This fluency allowed them to read purposefully with minimal cognitive effort, enabling better focus on comprehension and integration of information. In contrast, L2 readers often read more slowly, with more frequent regressions and fixations, as they decoded unfamiliar vocabulary and structures, which can interrupt the flow of reading and slow comprehension.
Regarding comprehension, L1 readers typically had a more robust grasp of linguistic nuances and implicit meanings, which supported deeper understanding during reading. L2 readers' comprehension can be hindered by limited vocabulary knowledge and less automatic recognition of syntax and idiomatic expressions. Vocabulary and morphological knowledge are strong predictors of L2 reading comprehension success, and deficits there can mean that fluent, purposeful reading is less accessible without extensive practice or immersive experience.
Individual differences matter greatly in L2 reading development, including age, exposure, and context of language acquisition, which affect the level of fluency and comprehension attained. For example, foreign language learners in classroom settings may not achieve the same rapid, fluent reading typical of immersive L1 environments or naturalistic L2 acquisition contexts.
In sum, L1 readers are generally faster, more purposeful, and more automatic in online reading, resulting in higher comprehension efficiency, while L2 readers often read slower and with more effort to achieve comprehension, due to less developed vocabulary and morphological skills and less automaticity in language processing. Intensive reading instruction and exposure can enhance L2 fluency and comprehension over time but often not to the same effortless level characteristic of L1 reading.
Post-experiment interviews were conducted to obtain demographic and background information, and the self-reports of topic knowledge from L1 and L2 participants confirmed that none of them had prior knowledge on the selected online reading topic before participating in the study. Both groups were given the same reading material and asked to complete the same reading comprehension test.
The advent of the Internet and Information Communication Technologies (ICTs) has greatly challenged traditional literacy research and practices because hypertext offers the opportunity to process information in nonlinear and multiple formats. The study's focus on online reading efficiency and effectiveness was achieved through the control of content schemata, a major factor affecting reading, due to the lack of prior knowledge of the topic among participants. This helped to control the impact of prior knowledge on their reading processes and their performance on the comprehension test.
Mastering new literacy skills, strategies, and dispositions is necessary for today's readers to succeed in their online reading activities. The study concluded that the 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's findings contribute to the ongoing discourse on new literacy and its impact on reading patterns and comprehension in the digital age.
[1] Koda, K. (1991). The psycholinguistics of second language reading. Cambridge University Press.
[2] Perfetti, C. A., & Stafura, K. (2014). The psychology of reading: Bridging cognitive and developmental science. Guilford Press.
In the study, the research questions focused on reading speed, attention distribution, and reading comprehension, aiming to understand 'fluent reading' within the context of new literacy. [1] Koda (1991) and Perfetti & Stafura (2014) offer insights that support the findings, highlighting the significance of 'learning' and personal-growth opportunities in enhancing L2 readers' fluency and comprehension.
For effective online reading, the 'education-and-self-development' of L2 readers in areas such as vocabulary and morphological knowledge can lead to improved performance, bridging the gap between L1 and L2 readers towards 'personal-growth' in the digital literacy landscape. [1] Koda's and Perfetti & Stafura's works underscore this point, emphasizing the importance of understanding new literacy skills, strategies, and dispositions for today's online readers.
