Computer versus Paper-based Reading: Comprehension of Moroccan EFL First-Year University Students

Our research study investigated the effect of the computer-based text versus the paper-based text on the reading comprehension of 60 Moroccan EFL firstyear university students. To achieve this objective, a reading comprehension test and a follow-up semistructural interview were the research instruments employed to obtain data for this study. A betweensubjects design, wherein participants were randomly assigned to either the paper condition or computerscreen condition, was adopted to meet the study's objective. Independent samples t-test and Content analysis of the participants' transcripts were conducted to examine the computer-based reading vis--vis the paper-based reading and their attitudes toward each of the two conditions. Although the interview results revealed that the participants expressed more positive attitudes toward their computer-screen reading experience, descriptive and inferential statistical analyses of the reading comprehension scores demonstrated no significant difference in the reading comprehension performance. Some pedagogical implications of the findings are suggested for consideration by teachers, educators, and stakeholders.