Hybrid Scaffolded Reading to Foster Engagement and Comprehension in ESL Learners

Authors

  • Timothy Read

    School of Computer Engineering, National University of Distance Education (UNED), 28040 Madrid, Spain
  • Clara Rodriguez Salgado

    Faculty of Education, Camilo José Cela University (UCJC), 28692 Madrid, Spain

DOI:

https://doi.org/10.30564/fls.v7i11.9389
Received: 6 April 2025 | Revised: 19 May 2025 | Accepted: 21 May 2025 | Published Online: 28 October 2025

Abstract

This study examines the pedagogical potential of combining traditional paper-based texts with enriched, scaffolded digital reading to support school-aged second language learners. Implemented within the AGORA project, it involved 77 ESL students and six teachers from rural schools in Bajo Aragón, La Loma, and El Bierzo—areas facing infrastructural and socio-economic challenges. Undertaken within rural Spanish schools, the research compared student engagement levels and comprehension when they read collectively using paper, collectively using digital tools, or individually using digital tools. The digital component was based on Interactive Calleja, an enriched version of A Plague of Dragons, which integrates audio narration, glossaries, images, and gamified activities to support linguistic and cultural learning. Results indicate that individual digital reading led to the highest engagement and comprehension gains, while paper-based reading retained value in promoting focus and depth. Students appreciated scaffolding tools like audio, glossaries, and interactive elements, though usage patterns varied. Approximately 65% of participants rated these scaffolds as useful, with some using them during reading and others after a first pass for reinforcement. While acknowledging practical challenges such as training gaps and infrastructure issues, teachers ultimately supported a hybrid reading model for its motivational value. These results underscore the pedagogical strength of integrating paper and digital methods. With adequate backing, scaffolded digital reading proves itself capable not only of boosting understanding and engagement but also of fostering student autonomy and levelling the literacy playing field, particularly within resource-limited educational environments.

Keywords:

Second Language Learning; Scaffolded Reading; Enriched Digital Books; Reading Engagement; Reading Comprehension

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How to Cite

Read, T., & Rodriguez Salgado, C. (2025). Hybrid Scaffolded Reading to Foster Engagement and Comprehension in ESL Learners. Forum for Linguistic Studies, 7(11), 1386–1401. https://doi.org/10.30564/fls.v7i11.9389

Issue

Vol. 7 , Iss. 11 (November 2025)

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Article

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Copyright © 2025 Timothy Read, Clara Rodriguez Salgado

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.