While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.

中文翻译：

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阅读媒介对二语西班牙语阅读情绪的影响建模：个体差异变量的调节作用


虽然现有研究证明阅读媒介显着影响语言学习者的阅读理解过程和结果，但缺乏关于阅读媒介如何影响阅读情绪的经验证据。本研究通过调查西班牙语作为第二语言 （L2） 学习者的阅读情绪（即享受、焦虑和无聊）在移动辅助阅读过程和纸质阅读过程之间是否不同，为该领域做出了贡献。此外，它还探讨了个体差异变量（即 L2 西班牙语熟练度和对阅读媒介的偏好）是否调节了阅读媒介与阅读情绪之间的关系。使用的工具是阅读理解测试和问卷调查，样本为 245 名西班牙语专业的一年级大学学生。配对样本 t 检验表明，与移动辅助模式下的学习者相比，第二语言西班牙语学习者在阅读纸质格式时感受到更多的乐趣和更少的负面情绪。此外，适度分析表明，L2 西班牙语熟练度和对媒介的偏好都是媒介与阅读情绪之间关系的调节因素。与手机相比，更熟练的 L2 西班牙语读者在阅读纸质时感受到更多的乐趣，更少的焦虑和无聊;不太熟练的 L2 读者表现出相反的模式。学生对移动辅助语言阅读的偏好将显着提高他们的阅读乐趣，同时减少他们进行这种阅读模式时的阅读焦虑和无聊。这些结果表明，个体差异是塑造学生在不同阅读模式中的情绪的关键因素。 讨论了不同媒介阅读情绪差异的原因以及单个变量的调节作用。