Digital Reading Comprehension Assessment of English Language in Higher Education Institutions of Pakistan: A Systematic Review

Abstract

In Pakistani higher education, English is the main language of instruction, and digital reading has become common practice. However, it remains unknown how digital reading comprehension (DRC) in English is evaluated in higher education institutions (HEIs). This PRISMA-guided systematic review gathers the evidence regarding the theoretical frameworks, assessment tools and presentation modes of English DRC in HEIs in Pakistan, with the coding system adapted from Dang and Habók (2026). Upon searching on 3/10/2026, 66 items were found, out of which 16 Pakistan related records were screened and 6 studies (2021 - 2026; N = 920) fulfilled the inclusion criteria. Two were quasi-experimental, three were cross-sectional surveys and one used mixed methods. Theoretical support was limited: three studies were based on a clear theoretical framework (cognitive load theory, dual coding and new literacies, or computer-assisted language learning), while three others provided no theoretical support. No study used a standardised digital reading test, process measures (logs or eye-tracking), or measures of metacognitive calibration. Assessment was based on self-report questionnaires in five studies, or based on literal-level comprehension tests in two studies. Modality for presentation was seldom explicitly mentioned. The results were mixed with near equal preference and self-reported comprehension of print and digital texts among undergraduates, and small gains in test scores for technology-mediated interventions among postgraduates. The review is aimed at highlighting this measurement gap and identifying a five-layer, context-based DRC assessment framework for Pakistani HEIs and research and teacher development priorities.