<![CDATA[Frequent access to digital texts does not necessarily indicate academically oriented reading or stronger comprehension. This study examined the separate and joint associations of logged digital reading frequency and academic digital reading orientation with reading comprehension among Indonesian EFL undergraduates. A quantitative correlational design involved 116 English Education students at Universitas Negeri Makassar, retained from 122 recruits after screening. Measures comprised a four-week self-reported reading log, an academic-orientation coding rubric, and a researcher-developed 30-item comprehension test. Students logged a mean of 6.50 qualifying English digital reading sessions; the mean participant-level academic-session proportion was 37.94%. Reading comprehension was positively associated with frequency (Spearman’s ρ = .455, p < .001) and academic orientation (ρ = .377, p < .001). The two-predictor regression was significant, F (2,113) = 30.925, p < .001, accounting for 35.4% of observed score variance. These findings identify complementary associations within the selected sample, rather than causal effects of changing reading habits. Session-linked logs may support more specific descriptions of digital reading, although self-report, coding uncertainty, restricted sampling, and unmeasured proficiency and motivation limit interpretation. Guided reading activities warrant further evaluation rather than being regarded as interventions validated by this study.]]>
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