Exploring students’ use of digital literacy for reading comprehension of English text
(1) UIN Siber Syekh Nurjati Cirebon
(2) UIN Siber Syekh Nurjati Cirebon
(3) UIN Siber Syekh Nurjati Cirebon
(4) UIN Siber Syekh Nurjati Cirebon
(5) UIN Siber Syekh Nurjati Cirebon
(6) UIN Siber Syekh Nurjati Cirebon
(*) Corresponding Author
Abstract
This study examined how high school EFL students in Indonesia use digital literacy to support reading comprehension of English texts. A qualitative case study design was employed involving five 10th grade students at a Publich High School in Cirebon. Data were collected through semi-structured interviews, classroom observations, and documentation, subsequently analyzed using Braun and Clarke's thematic analysis framework. Students adopted a layered, sequential pattern when engaging with English texts: independent reading preceded peer consultation, which in turn preceded recourse to internet searches and AI tools. Primary digital resources included Google Translate, Google Lens, ChatGPT, Gemini, and WhatsApp groups. Challenges encountered encompassed translation inaccuracies, vocabulary ambiguity, unstable internet connectivity, and school restrictions on smartphone use. Students responded by cross-checking multiple sources, consulting peers and teachers, and gradually developing critical awareness of digital information. This study provides an in-depth exploration of how Indonesian high school EFL students actually employ digital literacy practices to support reading comprehension, highlighting the sequence of strategies and challenges they encounter in real learning contexts.
Keywords: Digital Literacy; Reading Comprehension; EFL Students.
Full Text:
PDFReferences
Afriani, Z. L. (2023). Measuring EFL students' digital literacy in the industrial revolution era
0. Pedagogy: Journal of English Language Teaching, 11(1), 33–44. https://doi.org/10.32332/joelt.v11i1.6523
Alhaq, M. N. D. (2022). Playing games during pandemic, why not? The IDLE upon students' efficacy and vocabulary. Indonesian Journal of Applied Linguistics, 12(1), 190–200. https://doi.org/10.17509/ijal.v12i1.46536
Alotaibi, H., & Salamah, D. (2023). The impact of translation apps on translation students' performance. Education and Information Technologies, 28(8), 10709–10729. https://doi.org/10.1007/s10639-023-11578-y
Alqurashi, E. (2024). Reading anxiety in EFL contexts and its influence on comprehension strategies. Journal of Language Teaching and Research, 15(2), 211–224.
Al-Seghayer, K. (2024). Comparative efficacy of digital and nondigital texts on reading comprehension and EFL learners' perceptions of their merits. Learning & Technology, 28(1), 1-30.https://doi.org/10.64152/10125/73589
Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 17–32). Peter Lang.
bin Noordan, M. N. H., & Yunus, M. M. (2022). Using digital comprehension to improve reading comprehension skills among young learners. International Journal of Academic Research in Progressive Education and Development, 11(2), 727-748. http://dx.doi.org/10.6007/IJARPED/v11-i2/13208
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Feng, J., & Liu, Y. (2024). Digital literacy and adaptive learning behaviors among EFL students. Language Learning & Technology, 28(1), 45–63.
Gilster, P., & Glister, P. (1997). Digital literacy (p. 1). New York: Wiley Computer Pub. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
Lai, C., & Wang, Q. (2025). Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge. Computer Assisted Language Learning, 1-31. https://doi.org/10.1080/09588221.2025.2501705
Laila, N., Abrar, M., Hidayat, M., & Rahayu, S. R. M. (2024). The Students' Digital Reading Comprehension Challenges on Academic Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 477-486. https://doi.org/10.24256/ideas.v12i1.4955
Liao, S., Yu, L., Kruger, J. L., & Reichle, E. D. (2024). Dynamic reading in a digital age: new insights on cognition. Trends in Cognitive Sciences, 28(1), 43-55. https://doi.org/10.1016/j.tics.2023.08.002
Mufidati, A. (2024). The effect of digital literacy towards efl students’ reading comprehension. Indonesian Journal of Foreign Language Studies, 1(1), 1-9. https://doi.org/10.65576/indofes.v1i1.1
Mustopa, A. Z., & Sugirin, S. (2020). Improving reading comprehension through the development of critical thinking of students at madrasah aliyah. LINGTERA Учредители: Universitas Negeri Yogyakarta, 7(1), 51-60. http://journal.uny.ac.id/index.php/ljtp
OECD. (2022). PISA 2022 results: Indonesia. Journal Pendidikan, 10. https://www.oecd.org/publication/pisa-2022-results/countrynotes/malaysia-1dbe2061
Sari, T. R., Yana, D., Edi, W., & Putri, A. (2024). A Correlation between Digital Literacy and EFL Students' Reading Comprehension at Higher Education. Lectura: Jurnal Pendidikan, 15(2), https://doi.org/10.31849/lectura.v15i2.20132
Silvhiany, S., Huzaifah, S., & Ismet, I. (2021). Critical digital literacy: EFL students' ability to evaluate online sources. Indonesian Journal of EFL and Linguistics, 6(1), 249–269. https://doi.org/10.21462/ijefl.v6i1.364
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Su, H. (2025). Critical thinking-embedded EFL translation instruction and its impact on EFL translation learners. Thinking Skills and Creativity, 57, 101827. https://doi.org/10.1016/j.tsc.2025.101827
Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-learning, 14(1), 54-65.
UNESCO. (2023). Technology in education: A tool on whose terms? Community Eye Health Journal, 35(114), 22–23. https://doi.org/10.54676/UZQV8501
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Wang, T., & Zhang, H. (2025). Reciprocal effects of vocabulary breadth, vocabulary depth, and reading comprehension: a cross-lagged panel analysis in Chinese-speaking EFL learners. Humanities and Social Sciences Communications, 12(1), 1-10. https://doi.org/10.1057/s41599-025-04694-2
Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
DOI: 10.24235/ath.v35i1.25693
Article Metrics
Abstract view : 0 timesPDF - 0 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)
This work is licensed under a Creative Commons Attribution 4.0 International License.