Digital Reading in Esl Young Learners: A Chronological Review

Digital reading has become a strategic component in enhancing literacy development among young learners in English as a Second Language (ESL) contexts, particularly within increasingly technology-mediated classrooms. Despite the growing adoption of digital tools, existing scholarship remains dispersed, with limited chronological synthesis to explain how research trends, pedagogical approaches, and learning outcomes have evolved over time. This study addresses this gap by conducting a structured chronological literature review to map the development of digital reading in ESL young learners. The methodology employs a systematic advanced search of the Scopus database using the primary keywords “digital reading,” “ESL,” and “young learners.” A total of 101 primary studies were identified and analyzed, and subsequently categorized into four temporal phases: Phase 1: Emergent Foundations (2009–2013), Phase 2: Early Expansion and Conceptual Consolidation (2014–2017), Phase 3: Acceleration and Empirical Growth (2018–2021), and Phase 4: Intensification and Innovation (2022–2026). The findings indicate a clear progression in both research volume and instructional sophistication. Early-phase studies primarily explored basic digital texts and reported modest improvements in reading comprehension, typically within the range of 5%–15% over traditional methods. In later phases, the integration of interactive e-books, multimedia features, and adaptive learning systems demonstrated more substantial gains, with reported improvements in comprehension and engagement ranging from 20% to above 40%. Furthermore, recent studies highlight the emergence of personalized learning environments, analytics-driven feedback, and self-regulated reading strategies, reflecting a shift toward learner-centered and data-informed pedagogies. In conclusion, the chronological trajectory illustrates a transition from exploratory implementation to evidence-based innovation, positioning digital reading as a high-impact intervention for improving ESL reading outcomes among young learners.