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All Journal Journal of Educational Technology and Learning Creativity
Ag. Bambang Setiyadi
Lampung University
Computer Science & IT Education

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Technology-Enhanced Joyful Learning in English as a Foreign Language Reading Comprehension: A Rasch Model Survey Lusi Elisa; Ag. Bambang Setiyadi; Sumarti Sumarti; Budi Kadaryanto; Flora Flora
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3114

Abstract

Purpose of the study: This study aims to examine english as a foreign language learners’ perceptions of technology-enhanced joyful learning in reading comprehension, focusing on how digital tools support comprehension, enjoyment, engagement, and learner autonomy in technology-mediated english reading activities. Methodology: This study used a quantitative cross-sectional survey involving 1,510 english as a foreign language learners. Data were collected through the technology-enhanced joyful learning in english as a foreign language reading comprehension: a rasch model survey questionnaire. the instrument contained 15 likert-scale items covering technology-supported english as a foreign language reading comprehension, Joyful Learning through Technology, and learner engagement and autonomy in technology-enhanced reading constructs. data were analyzed using descriptive statistics and rasch model analysis. Main Findings: The results showed that learners generally perceived technology-enhanced joyful learning positively. Edmodo was the most preferred platform, followed by Kahoot, Google Classroom, Quizlet, Duolingo, and Read&Write. Rasch analysis indicated acceptable item fit and item reliability. Technology was most strongly endorsed for supporting learner autonomy, self-paced reading, and main-idea identification, while comprehension accuracy and reading interest were relatively harder to endorse. Novelty/Originality of this study: This study contributes a rasch-validated measurement framework that integrates technology-supported english as a foreign language reading comprehension, joyful learning through technology, and learner engagement/autonomy. It advances existing english as a foreign language reading research by showing that different technologies provide different affordances for comprehension support, joyful engagement, task motivation, and autonomous learning.
Co-Authors Ade Aprilia Ade Eka Safitri Ari Nurweni Budi Kadaryanto Desi Fitri Dwiyana Ramadhanti Syanur Flora Flora Flora Nainggolan Hartati Hasan Herdianti Herdianti Huzairin Huzairin Lilis Sholihah Lusi Elisa Mahpul Mahpul Meta Listina Muharrami Mitha Septiyanti Nurina Ulfa Rostania Dwi Nanda Sudirman Sudirman Sumarti Sumarti