<![CDATA[This study investigated how technology-based English language learning supports the development of digital literacy and reading comprehension among EFL learners and identified the pedagogical factors that influence its effectiveness. The study employed a qualitative research design to capture learners’ experiences and classroom practices in depth. Participants were 37 EFL learners from private schools in Thailand who were accustomed to online learning classrooms and digital reading activities. The data were collected through semi-structured interviews and classroom observation, then analyzed using data condensation, data display, and conclusion drawing or verification. The findings revealed that technology-based English learning strengthened learners’ digital literacy by increasing their ability to navigate online platforms, access digital resources, and use tools such as links, dictionaries, and interactive features for academic purposes. It also supported reading comprehension by making texts more accessible, interactive, and multimodal through highlighting, translation aids, audio support, and opportunities for rereading. In addition, the findings showed that technology encouraged learner autonomy, as students became more independent in solving comprehension difficulties and managing their own reading processes. However, the study also found that these benefits were shaped by pedagogical conditions. Teacher scaffolding, purposeful task design, learner readiness, interaction and feedback, and classroom management determined whether technology functioned as a meaningful learning support or merely as a delivery tool. The study concludes that technology can enhance EFL learners’ digital literacy and reading comprehension when it is integrated with clear instructional goals and guided pedagogical support. These findings imply that effective technology integration in EFL classrooms should prioritize both literacy development and pedagogically structured learning experiences.]]>
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