EFL Pre-service Teachers' Perceptions towards Digital Academic Reading
DOI:
https://doi.org/10.30872/e3l.v7i2.5052Keywords:
EFL pre-service teacher, student's perception, digital academic readingAbstract
E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.
Downloads
References
Albashtawi, A. H. (2019). Improvement of EFL Students’ Academic Reading Achievement Through the Cognitive Academic Language Learning Approach (CALLA). Reading Psychology, 40(8), 679–704. https://doi.org/10.1080/02702711.2019.1658669
Alemi, M., & Lari, Z. (2012). SMS Vocabulary Learning: A Tool to Promote Reading Comprehension in L2. International Journal of Linguistics, 4(4). https://doi.org/10.5296/ijl.v4i4.2318
Azizi, Z., Namaziandost, E., & Rezai, A. (2022). Potential of podcasting and blogging in cultivating Iranian advanced EFL learners’ reading comprehension. Heliyon, 8(5), e09473. https://doi.org/10.1016/j.heliyon.2022.e09473
Bresó-Grancha, N., Jorques-Infante, M. J., & Moret-Tatay, C. (2022). Reading digital- versus print-easy texts: a study with university students who prefer digital sources. Psicologia: Reflexao e Critica, 35(1). https://doi.org/10.1186/s41155-022-00212-4
Bunting, L., af Segerstad, Y. H., & Barendregt, W. (2021). Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom. International Journal of Child-Computer Interaction, 27, 100236. https://doi.org/10.1016/j.ijcci.2020.100236
Caverly, D. C., Payne, E. M., Castillo, A. M., Sarker, A., Threadgill, E., & West, D. (2019). Identifying Digital Literacies to Build Academic Literacies. Journal of College Reading and Learning, 49(3), 170–205. https://doi.org/10.1080/10790195.2019.1638218
Chen, C. M., Wang, J. Y., & Lin, Y. C. (2019). A visual interactive reading system based on eye tracking technology to improve digital reading performance. Electronic Library, 37(4), 680–702. https://doi.org/10.1108/EL-03-2019-0059
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
Csomay, E., & Prades, A. (2018). Academic vocabulary in ESL student papers: A corpus-based study. Journal of English for Academic Purposes, 33, 100–118. https://doi.org/10.1016/j.jeap.2018.02.003
Denzin, N. K. (1978). Triangulation: A Case for Methodological Evaluation and Combination. Sociological Methods, 339-357.
Desa, G., Howard, P. J., Gorzycki, M., & Allen, D. D. (2020). Essential but Invisible: Collegiate Academic Reading Explored from the Faculty Perspective. College Teaching, 68(3), 126–137. https://doi.org/10.1080/87567555.2020.1766406
Estaji, M., & Saeedian, A. (2020). Developing EFL Learners’ Reading Comprehension Through Computerized Dynamic Assessment. Reading Psychology, 41(4), 347–368. https://doi.org/10.1080/02702711.2020.1768981
Fraenkel, R. J., & Wallen, E. N. (2009). How to Design and Evaluate Research in Education (7th ed.). San Francisco: McGraw-Hills.
Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 199, 225-230. https://doi.org/10.1016/j.sbspro.2015.07.510
Gui, M., Chen, X., & Verspoor, M. (2021). The dynamics of reading development in L2 English for academic purposes. System, 100. https://doi.org/10.1016/j.system.2021.102546
Gutierrez-Colon Plana, Mar & Gimeno, Ana & Appel, Christine & Hopkins, Joseph & Gibert, Isabel & Triana, Idoia. (2013). Improving learners' reading skills through instant short messages: a sample study using WhatsApp. https://www.researchgate.net/publication/255718202_Improving_learners%27_reading_skills_through_instant_short_messages_a_sample_study_using_WhatsApp
Håkansson Lindqvist, M. (2019). Talking about digital textbooks. The teacher perspective. International Journal of Information and Learning Technology, 36(3), 254–265. https://doi.org/10.1108/IJILT-11-2018-0132
Hazaea, A. N., & Alzubi, A. A. (2016). The Effectiveness of Using Mobile on EFL Learners’ Reading Practices in Najran University. English Language Teaching, 9(5). https://doi.org/10.5539/elt.v9n5p8
Ishtaiwa, F. (2014). Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE. International Journal of Mobile and Blended Learning (IJMBL), 6(3), 1–17. https://doi.org/10.4018/ijmbl.2014070101
Kesson, H. (2020). Reading digital texts: obstacles to using digital resources. English Teaching, 19(2), 155–168. https://doi.org/10.1108/ETPC-02-2019-0019
Li, J. (2020). Development and validation of Second Language Online Reading Strategies Inventory. Computers and Education, 145, 103733. https://doi.org/10.1016/j.compedu.2019.103733
Liman Kaban, A., & Karadeniz, S. (2021). Children’s Reading Comprehension and Motivation on Screen Versus on Paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849
Lin, C.-c. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48-59. https://doi.org/10.1016/j.compedu.2014.05.004
Tümen Akyıldız, S., & Çelik, V. (2022). Using WhatsApp to support EFL reading comprehension skills with Turkish early secondary learners. Language Learning Journal, 50(5), 650–666. https://doi.org/10.1080/09571736.2020.1865433
Yan, X., & Kim, J. (2023). The effects of schema strategy training using digital mind mapping on reading comprehension: A case study of Chinese university students in EFL context. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2163139
Yang, D., Xia, C., Collins, P., & Warschauer, M. (2022). The role of bilingual discussion prompts in shared E-book reading. Computers and Education, 190(March), 104622. https://doi.org/10.1016/j.compedu.2022.104622
Yapp, D., de Graaff, R., & van den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456-1479. https://doi.org/10.1177/1362168820985236
Yeom, S., & Jun, H. (2020). Young Korean EFL Learners’ Reading and Test-Taking Strategies in a Paper and a Computer-Based Reading Comprehension Tests. Language Assessment Quarterly, 17(3), 282–299. https://doi.org/10.1080/15434303.2020.1731753
Yu, J., Zhou, X., Yang, X., & Hu, J. (2022). Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language. Computer Assisted Language Learning, 35(1–2), 217–245. https://doi.org/10.1080/09588221.2021.2012200
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Umy Hamidah, Dyah Sunggingwati, Effendi Limbong
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
