<![CDATA[Reading comprehension is an essential component of foreign language learning in higher education, while students' increasing use of digital information sources requires adequate digital literacy. However, empirical evidence concerning the relationship between digital literacy and reading comprehension among English Education students remains limited, particularly in higher education institutions outside Java. This study aims to examine the relationship between digital literacy and reading comprehension among English as a Foreign Language (EFL) students in the English Education Study Program at Universitas Graha Nusantara. This study employed a quantitative correlational design using total sampling, involving all 15 fifth-semester students enrolled in the 2025/2026 academic year. Data were collected using a digital literacy questionnaire adapted from the DIGCOMP framework (Ferrari, 2013), covering five competence areas, and a multiple-choice reading comprehension test based on the reading comprehension aspects proposed by Brown and Abeywickrama (2018). The data were analysed using the Pearson Product-Moment correlation coefficient with the assistance of SPSS version 26.0 for Windows. The results showed a correlation coefficient of 0.639 with a significance value of 0.010 (p < 0.05). The correlation was statistically significant, indicating a positive relationship between students' digital literacy and reading comprehension. These findings suggest that higher levels of digital literacy were associated with better reading comprehension among the participants. The study recommends the integration of appropriate digital learning resources into reading instruction to support the development of both digital literacy and reading comprehension skills.]]>
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