INTEGRATING DIGITAL READABLE APPLICATIONS TO FOSTER STUDENTS' MOTIVATION IN ENGLISH READING
Abstract
As a successful strategy for raising students' interest and engagement, the use of digital resources in language learning has grown in significance. The purpose of this study is to look into how incorporating Readable applications affects students' motivation to read in English. Thirty eleventh graders from Bone, Indonesia, public senior high school participated. Using a pre-experimental design and a quantitative methodology, the data was gathered via a motivation survey and statistically examined. A higher mean score and a statistically significant difference (p < 0.05) between pre- and post-test results demonstrated that students' enthusiasm to read English texts was greatly enhanced by using Readable applications. These results imply that digital reading platforms might provide a more engaging and dynamic learning environment that encourages students' independence and curiosity. The study advises teachers to include similar digital tools into their teaching practices and emphasizes the pedagogical implications of technology-enhanced learning in tackling motivating issues in EFL reading classrooms.
Keywords
Full Text:
PDFReferences
Alfaleh, M. (2025). EFL learners’ motivation and engagement with oral reading using AI-based tools. Cogent Education, 12(1), 2542395. https://doi.org/10.1080/2331186X.2025.2542395
Alghizzi, T., & Elyas, T. (2022). The effectiveness of graded-reading websites/applications on EFL undergraduates’ reading comprehension during the COVID-19 pandemic. Electronics, 11 (11), 1751. https://doi.org/10.3390/electronics11111751
Alhija, F. N.-A., & Majdob, A. (2018). Motivation and learning strategies as predictors of high school students’ math achievement. International Journal of Research in Education and Science, 4 (1), 1–13.
Almayez, M. A. (2025). Motivation and English self-efficacy in online learning: The mediating role of self-regulated strategies. Acta Psychologica, 242, 104099. https://doi.org/10.1016/j.actpsy.2025.104099
Al-Rashidi, M. (2025). Does digital task-based instruction make a difference in motivating Saudi EFL students? System, 122, 103344. https://doi.org/10.1016/j.system.2025.103344
Aminah, M., Putri, F. A., & Rahmawati, D. (2024). The role of gamification in digital EFL classrooms: A study on motivation and retention. International Journal of English and Comparative Literary Studies, 5(6), 113–128. https://doi.org/10.5430/ijecls.v5n6p113
Anggia, I., Hasanah, N., & Putra, R. (2025). Online extensive reading among university students: Effects on motivation and reading behavior. Frontiers in Psychology, 16, 11897128. https://doi.org/10.3389/fpsyg.2025.11897128
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI110401
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Fang, Y., Hsu, H.-T., & Chen, C. (2025). The effects of an e-book app on reading motivation and proficiency in young EFL learners. Journal of Language and Literacy Education, 21(1), 33–52. https://doi.org/10.1080/2331186X.2025.392051154
Fitriana, N., Anastasia, D., & Siregar, H. (2023). An analysis of students’ motivation in reading digital English textbook at Saiburi Islam Wittaya School in Southern Thailand. Datokarama English Education Journal, 4(1), 45–55. https://doi.org/10.24239/deej.v4i1.107
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Hariyanti, W., Fitrilia, I., & Kalsum, U. (2025). Let’s Read application improves junior high school students’ reading skills. Indonesian Journal of Innovation Studies, 26(3). https://doi.org/10.21070/ijins.v26i3.1527
Hidayah, S. A. N., Widyasari, N., & Putri, A. (2024). Shifting reading habits: The role of digital resources in improving vocabulary for college students. International Journal of Language Teaching and Education, 9(1), 25–39. https://doi.org/10.22437/ijolte.v9i1.44465
Hori, R., Yamamoto, M., & Takahashi, A. (2025). Impact of an EFL digital application on learning, satisfaction, and persistence in elementary school children. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01653-5
Iswara, P. D., Julia, J., Supriyadi, T., & Yusuf Ali, E. (2024). Developing Android-based learning media to enhance early reading competence of elementary school students. Pegem Journal of Education and Instruction, 13(4), 123–135. https://doi.org/10.47750/pegegog.13.04.06
Jannah, W. N., Dewi, P., & Johan, A. N. (2024). Improving English reading comprehension through readable applications in SMA Negeri 1 Purworejo. Scripta: English Department Journal. https://ebook.umpwr.ac.id/index.php/scripta/article/view/5579
Juliari, N. N., Susila, I. G., & Juliani, N. P. (2024). School literacy movement and parents’ motivation on EFL students’ reading interest. The Art of Teaching English as a Foreign Language, 5(2), 88–100. https://doi.org/10.36706/tatefl.v5i2.906
Kawakiby, F., Rohmah, R., & Pambayun, N. (2024). The effect of motivation toward EFL learners’ English reading skill achievement. Esteem Journal of English Education Study Programme, 7(2), 201–212. https://doi.org/10.24114/esteem.v7i2.19719
Kurnaz, A., Yildiz, M., & Demir, Ö. (2020). Motivation in language learning: An overview. Journal of Language and Linguistic Studies, 16(1), 1–11. https://doi.org/10.17263/jlls.712704
Munandar, A., & Srimurni, D. (2021). Reading as an interactive process in language learning. Journal of English Language Studies, 6(2), 123–135.
Özbek, F., & Ergül, C. (2022). The relationship between reading comprehension and academic achievement. International Journal of Educational Research Review, 7(1), 45–56. https://doi.org/10.24331/ijere.1063327
Purnami, S. (2016). The role of reading habit in improving students’ academic achievement. Journal of Educational Development, 4(2), 55–64.
Putri, R. A., Santosa, M. H., & Pratiwi, N. (2023). Learner motivation in second language acquisition: A review. Indonesian Journal of Applied Linguistics, 13(1), 14–25. https://doi.org/10.17509/ijal.v13i1.45327
Putri, Z. F. S., & Damayanti, I. L. (2024). Pleasure reading, better understanding: A young EFL learner’s journey in digital extensive reading. Journal of Foreign Language Teaching and Learning, 10(2), 203–218. https://doi.org/10.18196/jflt.v10i2.25269
Rahmadina, Y., Sutiono, C., & Elyani, E. P. (2022). Students’ motivation factors in reading English texts at ELESP Batch 2021. Jurnal BASIS, 9(1), 33–41. https://doi.org/10.33884/basisupb.v9i1.8136
Reading Research Quarterly. (2025). Teacher support, reading enjoyment, and self-efficacy as predictors of reading engagement. Reading Research Quarterly, 60(2), 230–245. https://doi.org/10.1080/10573569.2025.2509505
Salikin, H., Bin-Tahir, S. Z., & Rahman, A. (2017). Motivation and EFL students’ reading comprehension. Asian EFL Journal, 19(3), 57–74.
Sofiana, N., & Mubarok, H. (2020). Reading strategies in EFL classrooms: A cognitive approach. TEFLIN Journal, 31(1), 25–44. https://doi.org/10.15639/teflinjournal.v31i1.25-44
Solihah, B., Retnaningdyah, P., & Munir, A. (2024). Discovering external motivation in EFL students toward word target and reading pleasure using XReading application. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1), 349–356. https://doi.org/10.62775/edukasia.v5i1.769
Sugiyono. (2018). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design? International Journal of Academic Research in Management, 8(1), 1–19.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432
DOI: http://dx.doi.org/10.29300/ling.v11i2.9079
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Linguists : Journal Of Linguistics and Language Teaching
Pusat Publikasi - Lembaga Penelitian & Pengabdian Masyarakat (LPPM)
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website : https://uinfasbengkulu.ac.id/
Email : linguists@mail.uinfasbengkulu.ac.id
Abstracting and Indexing by:
