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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Teaching and Learning English Issues Journal of English Teaching and Learning Issues
Aries Fitriani
UIN Kiai Ageng Muhammad Besari, Ponorogo
Education Languange, Linguistic, Communication & Media

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Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Aries Fitriani; Faiqotur Rizkiyah; Fitriya Dessi Wulandari
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

Abstract

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.
Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Aries Fitriani; Faiqotur Rizkiyah; Fitriya Dessi Wulandari
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

Abstract

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.
Co-Authors Faiqotur Rizkiyah Fitriya Dessi Wulandari