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

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

Reading is a foundational skill in second language acquisition, particularly for young learners in English as a

Second Language (ESL) contexts. As literacy is central to academic success and lifelong learning, the medium

through which students access reading materials has an important influence on their reading behaviors,

comprehension, and engagement. With the growing integration of educational technology, digital formats such

are designed to increase learner motivation and engagement by offering interactivity and immediate feedback

(Noordan & Yunus, 2022). Conversely, printed texts are widely valued for their simplicity, tactile experience,

particularly during the formative years of language development. Given that young learners may possess

different learning preferences, digital familiarity, and attentional capacities compared to older students, it is

In Malaysia, the NILAM (Nadi Ilmu Amalan Membaca) program—implemented nationally since 1999—

provides a meaningful context for this discussion. The program mandates reading activities for all students

from Year 1 to Form 5 and rewards reading achievements using a tiered system of recognition. Recently,

NILAM has incorporated digital platforms through the Advanced Integrated NILAM System (AINS), which

gamifies the reading experience and digitizes reading logs. A national survey conducted by Perpustakaan

Negara Malaysia (2022–2023) found that approximately 58% of students believed NILAM successfully

motivated them to read, with students reading an average of 1–12 books annually. However, challenges

comprehension. Specifically, the review investigates how each reading format influences students’ interest,

motivation, and active participation in reading activities, as well as their understanding and retention of textual

content. It also seeks to identify key factors, such as learner preferences, instructional strategies, accessibility,

these dimensions, this review provides a clearer understanding of the pedagogical value of both digital and

Through the examination of existing literature, this study addresses several core inquiries: To what extent do

This systematic literature review (SLR) employs a methodical and transparent framework to discover, assess,

and integrate existing research about the effects of digital and print reading resources on young ESL learners.

The methodology adheres to known protocols for executing systematic literature reviews in educational

research to guarantee rigor and replicability. A comprehensive search was conducted across multiple electronic

databases, including ERIC, Scopus, Web of Science, and Google Scholar. The search strategy utilized a

combination of keywords such as "digital reading materials," "print reading materials," "reading

academic theses published between 2013 and 2024. After an initial screening process based on titles and

abstracts, 32 research papers were identified as potentially relevant to the research questions. These studies

Specific inclusion and exclusion criteria were established to ensure the relevance and quality of the review.

Inclusion criteria for studies were as follows, focus on young ESL or EFL learners (typically aged 6–12),

investigation of digital or print reading materials (or both), examination of reading engagement and/or

comprehension, and publication in English. Studies were excluded based on the following criteria,

involvement of learners outside the specified age group, failure to differentiate between digital and print

Initial screening of relevant studies was conducted through title and abstract evaluation, succeeded by

each study, encompassing authorship, publication year, research design, sample characteristics, types of

Researchers have widely discussed the effectiveness of digital and print reading materials for young ESL

learners through the lens of educational and cognitive psychology. A foundational theory informing this review

is Cognitive Load Theory (Sweller, 1988), which posits that learners have a limited capacity in working

memory when processing new information. When this capacity is overwhelmed by excessive cognitive

demands, particularly from multimedia elements, reading comprehension may suffer. Digital texts, though rich

in interactivity, may introduce unnecessary extraneous load, such as hyperlinks, animations, or audio that split

which points to the importance of careful instructional design in digital platforms. These findings are echoed

must be aligned with learners’ cognitive levels to avoid overwhelming them. Mayer’s (2005) principles of

effect,” a cognitive phenomenon where learners must divide their focus between separate sources of

information, often occurs in poorly designed digital texts, thereby impairing comprehension (Mayer &

With regard to reading comprehension, empirical findings generally favor print materials for fostering more

profound understanding. Mangen, Walgermo, and Bronnick (2013) found that learners who read printed texts

performed significantly better on recall and comprehension tasks compared to those who read the same