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All Journal PREMISE: Journal of English Education and Applied Linguistics JELLT (Journal of English Language and Language Teaching) Abditani : Jurnal Pengabdian Masyarakat Jurnal Gema Ngabdi English Language in Focus (ELIF) Journal On Teacher Education (Jote) Journal of English Language and Education English Review: Journal of English Education Indonesian Language Education and Applied Linguistic Reviews
Dita Adawiyah
Universitas Muhammadiyah Palembang
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Digital Tools into ESP Reading for Informatics Students: A Semi-Systematic Review of Theory, Practice, and Research Trends Asti Gumartifa; Dita Adawiyah
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.73-86

Abstract

Digital tools are increasingly used in language learning, but their integration into English for Specific Purposes (ESP) reading for informatics students remains underexplored. Informatics students need to understand specialized texts, such as technical documentation and procedural information, while research on digital support for these reading needs remains fragmented. This study examines how digital tools can support ESP reading instruction for informatics students through a semi-systematic review of 30 studies published mainly between 2019 and 2026. The studies were identified through Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar and were thematically analyzed based on disciplinary needs, reading functions, digital support, pedagogical practices, and research gaps. The findings show that digital tools are most useful when they support specific reading functions rather than serve as technological additions. Four main trends emerged: the growth of digital and hypertext reading, the use of mobile and computer-assisted tools for vocabulary and comprehension, the increasing role of AI in reading support, and the need for discipline-specific scaffolding. However, direct empirical research on ESP reading for informatics students remains limited. Based on the synthesis, this study proposes a disciplinary function-matching framework that connects disciplinary needs, text demands, reading functions, digital scaffolds, teacher mediation, and independent reading. The study concludes that digital tools can strengthen ESP reading when they are aligned with authentic informatics texts, technical vocabulary, reading strategies, and responsible AI use.
Co-Authors Adi Arifai Amirul Mukminin Anggreany Hustia Asti Gumartifa Dewi Purnama Sari Fera Salsabila Intan Chrysti Olivia Lesi Agusria M Daffa Ghazan Sri Yuliani Sulistiyo, Urip Tengku Riza Zarzani N Tri Rosita Sari Weam Kisa Ulandari Yulia Pratiwi Restianti