Aug 2026· Revista Electrónica de Investigación Educativa· 0 citations· 32 references
Abstract
The research sought to explore the impact of using the asynchronous learning platform Lingua on the reading comprehension skills of English as a Foreign Language (EFL) students. This qualitative study involved 140 tenth-grade students from five senior high schools in Lampung Province, Indonesia. Data were collected through observation and questionnaires, with a descriptive analysis applied to interpret the information. The results demonstrated that students benefited from this approach, displaying proficiency in identifying main ideas, extracting explicit information, making inferences, discerning figurative and connotative meanings, and identifying implicit information. Moreover, Lingua not only enhanced the students’ reading comprehension but also contributed to their overall enjoyment, motivation, sense of proficiency, and confidence in this skill. The platform's provision of appropriate challenges and feedback further facilitated students' improvement, while exposure to diverse and knowledgeable content expanded their horizons and understanding. In response to the positive outcomes observed, educators and administrators may consider integrating Lingua into their asynchronous learning strategies for enhancing students’ EFL reading comprehension. This tool may support not only academic proficiency but also students' overall motivation and confidence in mastering essential reading skills.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
This study investigated the implementation of translanguaging as an instructional strategy and its impact on the reading engagement and comprehension of Senior High School students in selected public secondary schools in Cebu and Bohol. Employing a descriptive-quantitative multi-site research design, the study involved 246 respondents, composed of 6 English language teachers and 240 student learners from Antonio R. Lapiz National High School in Naga, Cebu; Corella National High School in Bohol; and San Fernando Open/Night High School in Cebu. Data were collected through structured survey questionnaires, standardized reading competency tests aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), and academic grading records. Findings revealed that teachers frequently utilized oral translanguaging practices, including direct word translation and spontaneous rephrasing (3.11), while formal bilingual instructional materials and adaptive assessments were seldom used (1.67) due to institutional preferences for monolingual instruction. Results further showed that students performed at a Proficient level in literal text retrieval under MELC 3.1 (2.64). However, performance declined in higher-order literacy skills, with learners rated Nearly Proficient in vocabulary context-clue decoding under MELC 3.3 (2.32) and inferential reasoning under MELC 3.2 (2.18). Academic records indicated that 70.84% of students remained within the lower passing grade ranges of 75–79 and 80–84. The study also identified significant institutional and affective barriers (3.45), including learner anxiety associated with English-only policies and the lack of bilingual learning resources. The findings suggest that translanguaging, when systematically integrated into instruction, can support reading engagement, comprehension, and overall academic performance among Senior High School learners, thereby informing evidence-based instructional improvements across diverse multilingual Philippine secondary school contexts.
Jeshel Cabalquinto, Francisco Tahil, Mikee Yorong et al.· The International Review of...· 0 citations
The study aimed to develop and validate a Digital English Reading Intervention designed to enhance the reading comprehension of Grade 7 learners at Cabangaran Integrated School. Anchored on the Philippine Informal Reading Inventory (Phil-IRI) results, the research identified learners’ comprehension levels, determined appropriate topics for intervention, and developed a mobile reading application tailored to their needs. The Phil-IRI findings revealed that out of 17 Grade 7 learners, 15 (88.24%) were at the instructional level, while 2 (11.76%) were at the frustration level, indicating the necessity of guided support and targeted remediation. The intervention focused on essential comprehension skills, including identifying main ideas, noting details, vocabulary development, context clues, sequencing events, making inferences, and concluding. These topics were integrated into the mobile app through interactive story content, quiz pages, prompts, and score displays to foster comprehension, critical thinking, and learner engagement. Validation results showed that the developed intervention obtained a Very Highly Valid rating across all areas, with weighted means of 4.65 for content quality, 4.58 for instructional design, 4.59 for usability, and 4.54 for technical quality, yielding an overall mean of 4.59. This indicates that the intervention is highly valid and acceptable in supporting Grade 7 learners’ reading comprehension development. Validators also provided constructive feedback on content, instructional design, usability, technical features, and learner engagement, which served as the basis for refinement and improvement of the material. In conclusion, the study demonstrates that a curriculum-aligned, technology-driven reading intervention can effectively address learners’ comprehension needs, offering teachers and students an innovative tool for guided and independent reading improvement.
Elma S. Ocampo· Psychology and Education: A...· 0 citations
Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires grammatical accuracy, adequate vocabulary, and the ability to organize ideas coherently. Preliminary observations in a public junior secondary school in Central Sulawesi, Indonesia, revealed that many ninth-grade students experienced difficulties in constructing sentences using the present and past continuous tenses, resulting in frequent grammatical errors and low writing achievement. This study aimed to improve students’ writing skills through the implementation of Project-Based Learning (PjBL), with the Jigsaw technique integrated in the second cycle to strengthen collaborative learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and involved 25 ninth-grade students. Data were collected through writing tests, classroom observations, field notes, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings showed that the implementation of PjBL, supported by Jigsaw in Cycle II, improved students’ grammatical accuracy, sentence construction, classroom participation, and learning engagement. The average student score increased from 63.20 in the pre-cycle to 73.67 in Cycle I and reached 84.00 in Cycle II. In Cycle I, 18 of the 25 students (72%) achieved the minimum mastery criterion, while seven students (28%) did not. Following the instructional revision and integration of Jigsaw in Cycle II, all students (100%) successfully met the minimum mastery criterion. Students also demonstrated fewer grammatical errors, particularly in the use of auxiliary verbs (to be), -ing verb forms, and continuous tense structures. In addition, students became more actively involved in peer discussions, more confident in sharing their understanding, and more engaged in collaborative writing activities. These findings suggest that PjBL, when complemented by the Jigsaw technique, can provide a meaningful and collaborative learning environment for enhancing grammar-based writing skills and promoting active engagement in EFL classrooms.
Endang Lestari, Rini Zahrani, Adam Al Arfan· Crises on Languages and Lite...· 0 citations
This study investigated the use of peer tutoring to enhance junior secondary EFL students’ reading comprehension of descriptive texts through Classroom Action Research. This issue is important because many EFL students still face difficulties in understanding descriptive texts, particularly in identifying main ideas, locating supporting details, interpreting vocabulary in context, and making inferences, which may limit their overall reading achievement. Conducted at SMP Negeri 1 Gunungsitoli Alo’oa, the study involved 35 Grade VII students who experienced difficulties in comprehending descriptive texts. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through reading comprehension tests, classroom observation, field notes, and students’ learning response sheets. The findings showed that students’ reading comprehension improved across the cycles. The mean score increased from 61.8 in the preliminary assessment to 70.4 in Cycle I and 78.6 in Cycle II. The percentage of students achieving the minimum mastery criterion of 70 also increased from 31.4% to 62.9% and finally to 82.9%. Component-based analysis showed improvement in identifying main ideas, locating supporting details, understanding vocabulary in context, making inferences, and answering comprehension questions, although inference-making remained the most challenging component. Qualitative findings indicated that peer tutoring encouraged students to ask questions, discuss unfamiliar vocabulary, locate information, and participate more actively in reading tasks. These findings suggest that peer tutoring is an effective, interactive, and low-cost instructional strategy for improving EFL students’ reading comprehension when implemented through clear role distribution, structured worksheets, tutor preparation, and continuous teacher monitoring.
Adieli Laoli· Jurnal Pendidikan dan Pembel...· 0 citations
The study concludes that ChatGPT can effectively enhance grammar instruction when integrated within a structured pedagogical framework and contributes to the development of AI-assisted language learning models and offers practical implications for EFL practitioners and curriculum designers.
Yayuk Sri Rahayu, Wintarsih, Imas Suryati· Jomantara: Indonesian Journa...· 0 citations
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