| With the integration of Mobile Assisted Language Learning (MALL), texting distractions have become common in English as a Second Language (ESL). If it can be demonstrated that texting and texting language (L1 or L2) affect ESL students' performance and cognitive load, educators may adjust their teaching methodology. The guiding research question for this study focused on how texting in class and texting language (L1 or L2) affected ESL IEP university students' reading performance and cognitive load. This study employed a quantitative, quasi-experimental and correlational study design. Inferential statistics were employed. The study (N = 360) was conducted at an IEP at a major university in the northeastern United States. Results were presented using parametric and non-parametric tests. The study revealed that texting did not significantly affect students' in-class reading performance, F(1, 358) = 0.566, p > 0.05. However, a significant difference was found between texting language, Welch's F(2, 232.912) = 19.481, p < 0.001. More specifically, when texting in their L1, students performed significantly lower ( m = 69.32, sd = 13.69) than when texting in English (m = 79.46, sd = 10.51) or when not texting at all (m = 75.392, sd = 10.51). Thus, texting in English was the least disruptive to performance. Additionally, allowing students to use their phones while reading moderately decreased their cognitive load, rs (358) = -.442 p < 0.001. As this study was the first to investigate the effects of texting distractions on ESL students' performance and cognitive load, it provided important insights that may contribute to the development of the theory of MALL and answer practical questions that frequently arise in the field. |
