Digital Hypertext Reading and Nonlinear Processing in EFL
Abstract
Abstract. The expansion of digital technologies has significantly transformed reading practices in English as a Foreign Language (EFL). Unlike traditional print reading, digital hypertext reading is characterized by nonlinearity, multimodality, and reader-controlled navigation. In hypertext environments, learners move across linked nodes, evaluate information, and construct meaning through selective pathways rather than through fixed linear sequences. This shift introduces both opportunities and challenges for EFL learners. On the one hand, hypertext can promote learner autonomy, motivation, access to authentic materials, and interactive meaning-making. On the other hand, nonlinear processing may increase cognitive load, fragment attention, and hinder comprehension, especially for learners with limited language proficiency or insufficient digital reading strategies. This article examines the nature of digital hypertext reading in EFL and explores how nonlinear processing affects comprehension. It argues that successful hypertext reading depends on an interaction among linguistic proficiency, prior knowledge, strategic competence, and the design of the digital environment. Drawing on studies of digital reading, online strategy use, and cognitive processing, the article suggests that EFL pedagogy should explicitly teach students how to navigate hypertext, evaluate links, synthesize dispersed information, and regulate online reading behavior. The article concludes that digital reading instruction should move beyond print-based models and incorporate the distinct cognitive and strategic demands of hypertext environments.