EFL students’ digital literacy and their critical reading comprehension in Indonesian Islamic University Context: A correlational study

Mustaqaf, Muhammad Ellegan (2025) EFL students’ digital literacy and their critical reading comprehension in Indonesian Islamic University Context: A correlational study. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

The rapid integration of digital technologies in higher education has transformed the way students access and process information, particularly in English as a Foreign Language (EFL) learning contexts. This study looks into the relationship between digital literacy skills and critical reading comprehension among EFL fourth-semester students at UIN Sunan Gunung Djati Bandung. The study is grounded in the DigComp framework (Vuorikari, 2022) for digital literacy and Kurland’s (2000) model of critical reading, which emphasises analysis, interpretation, and evaluation. ​A quantitative correlational design was employed, involving 92 EFL undergraduate students from UIN Sunan Gunung Djati Bandung. Data were collected using two objective multiple-choice tests: one assessing digital literacy across five DigComp competencies and another measuring critical reading comprehension based on Kurland’s components. The data were analysed using descriptive statistics, Kolmogorov–Smirnov normality testing, and Spearman’s rank-order correlation. ​Findings revealed that students’ digital literacy (M = 67.17) and critical reading comprehension (M = 63.30) were both at moderate levels, with considerable variability among participants. The normality test indicated non-normal distributions; thus, Spearman’s rho was applied, yielding a moderate to strong positive correlation (ρ = 0.594, p < 0.01) between the two variables. This result supports the hypothesis that higher digital literacy is associated with better critical reading skills. These findings underscore the importance of integrating digital literacy training into EFL curricula to enhance students’ evaluative and critical reading skills, thereby equipping them for the cognitive demands of academic study and digital information environments.

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