The correlation between EFL students’ interest in reading digital texts and their reading comprehension achievement

Pamungkas, Billy Januar (2026) The correlation between EFL students’ interest in reading digital texts and their reading comprehension achievement. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Reading interest has long been regarded as one of the factors that may contribute to students’ reading comprehension. However, in today's digital learning environment, students' interest in reading digital texts does not necessarily lead to better reading comprehension. Therefore, this study aimed (1) to find out EFL students’ interest in reading digital texts, (2) to find out EFL students’ reading achievement in reading comprehension, and (3) to find out the correlation between EFL students' interest in digital texts and their reading comprehension achievement. This study employed a quantitative correlational research design. The participants were 121 fourth-semester students of the English Education Department at UIN Sunan Gunung Djati Bandung. Data were collected using a 24-item Likert-scale questionnaire measuring students’ interest in reading digital texts and a TOEFL-based reading comprehension test. Since the data were not normally distributed, the correlation between the two variables was analyzed using Spearman’s Rank Correlation with the assistance of SPSS version 26. The findings revealed that students generally demonstrated a high level of interest in reading digital texts, with a mean score of 77.67 out of a possible range of 24 to 120. Meanwhile, their reading comprehension achievement was categorized as good, with a mean score of 77.67 out of 100. However, the correlation analysis indicated a positive but very weak and statistically non-significant relationship between students’ interest in reading digital texts and their reading comprehension achievement (ρ = .153, p = .094). Since the significance value was greater than 0.05, the alternative hypothesis (H₁) was rejected, and the null hypothesis (H₀) was accepted. In conclusion, although students showed a relatively high interest in reading digital texts, this interest was not significantly associated with their reading comprehension achievement. The findings indicate that reading interest alone may not be sufficient to explain students’ reading comprehension achievement.

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