This systematic literature review focuses on digital reading in a second or foreign language. The reviewed literature (N = 31, published between 2008 and 2020) revealed several characteristics of second language digital reading environments, tasks, and readers. First, characteristics of digital environments were availability and choice of authentic texts, degrees of linearity, lay-out characteristics, and integrated tools. Second, task characteristics evolved around different reading purposes, navigating elements, and features of digital texts, information management, and interaction. And third, reader characteristics included language and reading proficiency levels; readers' perceptions of their self-efficacy, locus of control, and of themselves as second language readers; and readers' topic, lexical, and world knowledge. These characteristics seemed to enhance motivation, interaction, and understanding, but posed challenges as well, by demanding additional skills, strategies, time, memory capacity, and concentration. The literature provided divergent insights about digital reading strategy use. The consensus seemed to be that the more one reads in a digital environment in the second language, the more digital reading strategies are used. However, increases in strategy use did not necessarily result in better reading comprehension. This review also revealed discrepancies between perceived and actual strategy use, and between teachers' expectations of strategy use and students' actions. We found that educational contexts were being represented more frequently than others. The research was predominantly explorative and qualitative. Based on these findings, recommendations for future research were made. We recommend a clearer focus on the unique aspects of reading in a second language, on the affordances of digital reading, and on the teachers' perspective. In order to move the research on digital reading in a second language forward, we would also advocate a wider scope and more diversity in research designs.

这篇系统的文献综述重点在于第二语言或外语的数字阅读。经审查的文献（Ñ = 31，于2008年至2020年之间发布）揭示了第二语言数字阅读环境，任务和阅读器的几个特征。首先，数字环境的特征是真实性文本的可用性和选择，线性度，布局特征和集成工具。其次，任务特征围绕不同的阅读目的，导航元素和数字文本功能，信息管理以及交互而发展。第三，读者特征包括语言和阅读水平；读者对自我效能，控制源以及自己作为第二语言读者的看法；以及读者的主题，词汇和世界知识。这些特征似乎增强了动力，互动和理解，但也带来了挑战，通过要求额外的技能，策略，时间，记忆力和专注力。文献对数字阅读策略的使用提供了不同的见解。共识似乎是，在数字环境中使用第二种语言阅读的人越多，使用的数字阅读策略就越多。但是，策略使用的增加并不一定会导致更好的阅读理解。这篇评论还揭示了感知的和实际的策略使用之间，以及教师对策略使用的期望与学生的行为之间的差异。我们发现，教育背景比其他背景被更频繁地代表。该研究主要是探索性和定性的。基于这些发现，为将来的研究提出了建议。我们建议您更明确地关注第二语言阅读的独特方面，数字阅读的承受能力以及教师的观点。为了使第二语言的数字阅读研究向前发展，我们还将提倡在研究设计中扩大范围和扩大多样性。