<![CDATA[General Background: In the digital transformation era, critical reading has become a key higher-order literacy skill required to evaluate abundant online information. Specific Background: Despite increased access to digital resources, Indonesian EFL students still demonstrate limited critical reading competence, particularly in interpreting and evaluating academic texts. Knowledge Gap: Existing studies predominantly emphasize learning outcomes and instructional methods, while limited attention is given to students’ perceptions as a psycho-pedagogical factor underlying the gap between digital access and critical literacy. Aims: This study aims to analyze EFL students’ perceptions of using online articles to develop critical reading skills. Results: Using a quantitative descriptive design with 31 undergraduate students and a 17-item questionnaire (Cronbach’s Alpha = 0.881), findings show mean scores ranging from 2.81 to 3.61, indicating generally positive perceptions. Students reported that online articles support identifying main ideas, analyzing arguments, and evaluating information credibility; however, difficulties remain in articulating deeper interpretations. Novelty: This study addresses the Digital Literacy Paradox by highlighting the discrepancy between frequent use of online resources and limited critical engagement from a perception-based perspective. Implications: The findings suggest that while online articles serve as valuable tools for critical reading and digital literacy development, educators should incorporate targeted strategies such as reflective writing and guided analysis to foster deeper interpretation skills. Highlights• Positive learner attitudes toward digital texts in academic reading contexts• Analytical ability supported, yet deeper explanation remains limited• Evidence of gap between access frequency and higher-order literacy KeywordsOnline Articles; Critical Reading Skills; EFL Students; Digital Literacy; Student Perception]]>
