<![CDATA[Frequent access to digital texts does not reveal how often EFL students sustain English reading or whether their reading serves academic purposes. This study examined two reading-log indicators of Digital Reading Frequency (DRF) and Academic Digital Reading Orientation (ADRO) in relation to Reading Comprehension (RC) among EFL students. Using a quantitative correlational design, 116 of 122 initial participants were retained after recording at least three valid English digital reading sessions during a four-week self-reported log; a valid session lasted at least 10 minutes. ADRO was calculated as each student’s proportion of valid sessions classified as academically oriented based on text type, stated reading purpose, and title or brief description. RC was measured using a researcher-developed 30-item test that was pilot-tested with 37 students outside the main sample and showed high reliability (α = .923). Descriptive statistics, Spearman’s rho, and multiple linear regression were used. Students recorded a mean of 6.50 valid sessions over four weeks, while the mean student-level ADRO score was .3794. DRF (ρ = .455, p < .001) and ADRO (ρ = .377, p < .001) were both positively associated with RC. The regression model explained 35.4% of the observed variance (R² = .354), with both DRF (β = .430, p < .001) and ADRO (β = .392, p < .001) remaining independently significant. These relationships are associative rather than causal. The findings suggest that both regular English digital reading and academically purposeful text selection may deserve instructional attention, but neither should be interpreted as a tested intervention.]]>
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