A groundbreaking review in neuroscience is challenging commonly held beliefs about how reading and listening shape what we learn, revealing that each medium activates the brain in unique ways and is not simply interchangeable. While today’s digital landscape overflows with audiobooks, podcasts, and voice-driven AI, new research highlights that reading in print or on screens still plays an irreplaceable role in effective learning—especially when grappling with complex material (The Conversation, 2025).
At a time when more Thai students and adults are reaching for podcasts on crowded BTS trains or listening to English lessons during their commutes, this research offers critical insights. Understanding the brain’s response to reading versus listening could reshape personal study habits and influence national education policies, directly impacting how Thais prepare for exams, improve language skills, and pursue lifelong learning in a rapidly evolving society.
Key findings from language science reveal that while both listening and reading rely on similar language-processing areas in the brain, each medium places distinct demands on cognitive resources. Reading requires the brain to recognize visual symbols, match them with sounds, and assemble them into meaningful ideas. This process allows readers to move at their own speed, re-read confusing sections, and visually scan for key information—a crucial advantage when handling dense academic texts or official government papers. The written word also uses formatting, punctuation, and layout to signal structure and emphasize ideas, aiding comprehension and retention.
In contrast, listening, whether through a teacher’s lecture or a podcast about Thai art history, demands that the brain process information at the speaker’s pace. Unlike reading, listeners must hold fleeting details in working memory, identify word boundaries within a stream of sounds, and interpret meaning through intonation and context. This can be especially challenging with unfamiliar or complex topics, as listeners have less control over the flow of information. Rewinding to clarify a point disrupts attention more than simply scanning a few lines back in a textbook.
The lead researcher and language scientist who authored the review emphasizes, “Listening can actually be harder than reading, particularly for nonfiction or technical material. When you read, you control the pace and can revisit difficult sections; listening usually requires more effort to remember what you’ve just heard.” The study points to a recent experiment where university students who read assigned material scored higher on subsequent quizzes than those who listened to the same content. Importantly, listeners tended to multitask—cooking, browsing TikTok, or chatting online—reducing their focus and learning outcomes.
For Thai educators and students—who now have vast options of EdTech, digital books, and learning apps—the findings offer a powerful reminder: multitasking while listening undermines comprehension. Reading allows for deeper focus, strategic underlining, and personalized annotation—skills integral for memory retention and exam preparation, especially in high-stakes environments such as Thai university entrance exams or professional certifications.
However, the research doesn’t diminish the value of listening. For individuals with developmental dyslexia, listening can bypass the challenges of decoding written words, sharply improving access to information. This is highly relevant for many Thai learners who face undiagnosed or unsupported language difficulties, and for whom audiobooks, radio lessons, and voice assistants can open up new educational opportunities. Furthermore, oral language remains central to Thai culture—including storytelling, Buddhist sermons, and traditional performing arts—showing the cultural depth and flexibility of auditory learning.
Historical context provides further insight. Thailand’s strong oral traditions, from folk tales recited in village temples to university lectures delivered without slides, reflect the nation’s rich linguistic heritage. Yet, in the modern era, reading literacy is closely tied to social mobility, economic participation, and digital citizenship. The Ministry of Education’s National Learning Reform Policy (referenced by the Office of the Education Council) promotes reading competencies, emphasizing both traditional and digital literacy as foundational to Thailand’s future competitiveness (OEC report). Now, neuroscience confirms that this policy is rooted in cognitive science.
Looking ahead, these findings may influence the design of Thai classrooms, teacher training, and learning resources. Blended approaches that optimize both reading and listening—such as pairing textbooks with audio summaries or using podcast recaps to reinforce classroom learning—could maximize outcomes. The rise of AI-driven language tools, as seen in Bangkok’s smart classroom prototypes, offers promise but requires careful balancing to avoid excessive reliance on passive listening at the cost of active reading.
For practical recommendations, Thai students, teachers, and lifelong learners should tailor their strategies to the task. When engaging with news, fiction, or leisure content, audio formats are convenient and culturally resonant. But for academic study, exam preparation, workplace training, and learning in a second language, reading—supplemented by listening—delivers more robust understanding and retention. Families and educators can encourage children to cultivate strong reading habits while treating audiobooks and podcasts as enriching, not substitutive, supplements.
As Thailand moves forward in its education and digital development goals, understanding how the brain learns through reading and listening empowers all citizens to make informed choices. Neuroscience makes it clear: books are not obsolete, but, paired thoughtfully with audio content, can help Thais unlock their highest learning potential in both modern and traditional contexts.
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