The effects of computer-assisted interactive reading model on higher-level and lower-level text processing skills and cognitive load

What is already known about this topic Previous research has shown digital reading involves multiple cognitive processes. Higher and lower-level text processing skills are positively correlated.What this paper adds The study provides empirical evidence for the interactivity effect in digital text processing. Learners can use different text processing strategies dynamically and nonlinearly, leading to cognitive benefits.Implications for practice and/or policy CALL practitioners and researchers can use the insights from this study to design effective digital reading interventions. Learners may benefit from using different strategies depending on the task at hand. BackgroundThis study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework.ObjectivesThe objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher-level and lower-level text processing skills on reading performance and cognitive load.MethodsA mixed methods research design was used with QUAN + QUAL data and one-way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL.ResultsThe study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher-level and lower-level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower-level skills, while others preferred higher-level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use.ConclusionThe findings of this study underscore the importance of interactive use of higher and lower-level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes.