This essay examines the impact of e-readers on Chinese English bilingual learners of world literature, analyzing four key dimensions: comprehension, cultural engagement, attention, and identity. Regarding comprehension, while print reading may foster deeper focus and recall, e-readers offer supportive tools like instant dictionaries and annotations that facilitate smoother reading and vocabulary acquisition for bilingual students. In terms of cultural engagement, digital platforms provide unprecedented access to a global range of literary works, including those in various World Englishers, thereby fostering intercultural understanding and connection to online reading communities. However, a significant challenge lies in attention, as the digital medium can encourage skimming and distraction, potentially leading to shallower comprehension; this can be mitigated by developing a “bi-literate” brain and using strategies like notetaking. Furthermore, e-readers positively influence bilingual identity by enabling translanguaging practices, allowing learners to fluidly move between languages, which reinforces their bilingualism and transforms them into active participants in a global literary culture. In conclusion, the effect of e-readers is transformative rather than simply positive or negative. The key for bilingual learners is to develop digital literacy and reflective practices, with educators playing a crucial role in blending print and digital mediums to harness e-readers as a bridge to deeper comprehension, intercultural competence, and self-confident bilingual identity.
References
[1] Mangen, A., Walgermo, B. R., Brønnick, K. (2013) Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.
[2] Støle, H., Mangen, A., Schwippert, K. (2020) Assessing children’s reading comprehension on paper and screen: A mode-effect study. Computers & Education, 151, 103861.
[3] Wright, S., Fugett, A., Caputa, F. (2013) Using e-readers and internet resources to support comprehension. Educational Technology & Society, 16(1), 367-379.
[4] Stiegler-Balfour, J. J., Roberts, Z. S., LaChance, A. S., Sahouria, A. M., Newborough, E. D. (2023) Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders. International Journal of Human-Computer Studies, 176, 103036.
[5] Wang, S. (2024) Digital reading attitude, behavior, and use among Chinese EFL students. International Journal of Research Studies in Language Learning, 13(1), 132-146.
[6] Basumatary, B. B. (2018) Importance of travel writing in literature. International Journal of Advance Research, Ideas and Innovations in Technology, 4(5), 760-763.
[7] Short, K. G. (2009) Critically reading the word and the world: Building intercultural understanding through literature. Book bird: A Journal of International Children’s Literature, 47(2), 1-10.
[8] Fang, F. G. (2017) World Englishes or English as a lingua franca: Where does English in China stand? English Today, 33(1), 19-24.
[9] Gee, J. P. (2021) Thinking, learning, and reading: The situated sociocultural mind. In Situated Cognition, 235-259.
[10] Milushkina, O. Y., Popov, V. I., Skoblina, N. A., Markelova, S. V., Sokolova, N. V. (2020) The use of electronic devices by students, parents and teachers before and after the transition to distance learning. Bulletin of Russian State Medical University, (3), 77-82.
[11] Duarte, J., Günther-van der Meij, M. (2022) ‘Just accept each other, while the rest of the world doesn’t’ – teachers’ reflections on multilingual education. Language and Education, 36(5), 451-466.
Share and Cite
Feng, H. (2025) The impact of digital environments on the reading of world literature among bilingual learners. Global Education Bulletin, 2(1), 40-44.