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All Journal Esteem Journal of English Study Programme Global Expert: Jurnal Bahasa dan Sastra
Selfiah Anggraini Pratiwi
Universitas PGRI Palembang
Education Languange, Linguistic, Communication & Media Social Sciences

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THE RELATIONSHIP BETWEEN DIGITAL READING ACTIVITY, READING ENGAGEMENT, AND READING COMPREHENSION AMONG EFL LEARNERS Selfiah Anggraini Pratiwi; Indawan Syahri; Masagus Firdaus
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/0m5p7v56

Abstract

The growth of digital technology has changed the way students read, learn, and interact with English texts. In many EFL classrooms, reading is no longer limited to printed books because students increasingly access materials through smartphones, laptops, and online platforms. This shift gives learners wider exposure to authentic texts, yet it also introduces new demands related to navigation, attention control, and strategic reading. In such contexts, reading comprehension is shaped not only by students’ access to digital texts but also by how actively they engage with what they read. This study examined the relationship between digital reading activity, reading engagement, and reading comprehension among eleventh-grade EFL learners. A quantitative correlational design was used. Data were collected through a digital reading activity questionnaire, a reading engagement questionnaire, and a reading comprehension test, then analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression. The findings show that digital reading activity was positively and significantly related to reading comprehension. Reading engagement also had a positive and significant relationship with comprehension. In addition, both variables simultaneously contributed to students’ reading comprehension performance. These findings suggest that digital reading becomes more academically meaningful when it is accompanied by active emotional, behavioral, and cognitive engagement during reading.
Effectiveness of Mobile-Assisted Language Learning on EFL Students’ Reading Comprehension Selfiah Anggraini Pratiwi; Masagus Firdaus
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 1 (2025): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i1.5426

Abstract

This study investigates the effectiveness and student perceptions of Mobile-Assisted Language Learning (MALL) embedded in English learning applications for English as a Foreign Language (EFL) students. Employing a quantitative quasi-experimental pre-test/post-test design with a correlational component, the study involved 120 upper secondary school students from three public senior high schools in South Sumatra, Indonesia. Two mobile applications, BBC Learning English and English Reading Test, were used over a two-week period. Data were collected using a standardized 25-item multiple-choice reading comprehension test and a validated 20-item perception questionnaire adapted from established reading assessment frameworks. Paired sample t-tests revealed a statistically significant improvement in students’ reading comprehension scores after the intervention (p < 0.05; d = 0.78). Pearson product-moment correlation analysis indicated a positive relationship between students’ perceptions of the assessment features and their reading score gains. Students reported highly positive perceptions, especially in usability and engagement, while feedback mechanisms received slightly lower but still positive ratings. These findings highlight the potential of mobile-based reading comprehension assessments as effective tools for improving reading performance in EFL contexts, provided they are designed with authentic materials, interactive tasks, and timely feedback. Keywords: Mobile-Assisted Language Learning (MALL), reading comprehension, formative assessment
Co-Authors Indawan Syahri Masagus Firdaus, Masagus