Jun 2026· RIGGS: Journal of Artificial Intelligence and Digital Business· Vol 5, pp. 10737-10746· 0 citations
Abstract
This Systematic Literature Review (SLR) investigates how vocabulary knowledge and reading motivation shape English as a Foreign Language (EFL) reading comprehension experiences across secondary and tertiary education levels (Amirah & Wennyta, 2024). Adhering to the PRISMA guidelines, this review synthesizes 20 empirical studies published between 2015 and 2025 sourced from major international databases including Scopus, Web of Science, ERIC, Taylor & Francis, Springer, SAGE, Wiley, and Google Scholar (Amirah & Wennyta, 2024). The synthesis reveals that vocabulary knowledge provides a critical cognitive foundation, acting as a threshold-dependent predictor of text accessibility (Alfiani et al., 2024). Concurrently, reading motivation functions as the primary affective driving force that determines reading engagement and the deployment of self-regulated strategies (Lesiana et al., 2024). The integration of these variables indicates a reciprocal cognitive-affective interaction: rich lexical frameworks enhance task-specific self-efficacy, while high intrinsic motivation prompts sustained engagement with complex vocabulary (Alfiani et al., 2024). Conversely, limitations in these domains lead to cognitive fragmentation, vocabulary constraints, and reading anxiety (Nanda, 2020). This paper identifies critical research gaps, particularly regarding longitudinal moderation dynamics in rural and under-resourced learning environments (Amirah & Wennyta, 2024). It concludes with actionable implications for English Language Teaching (ELT) methodologies, promoting the adoption of balanced, strategy-based instructional designs (Nanda, 2020).
Reading comprehension is a fundamental skill essential for learners’ academic success; however, many elementary pupils experience difficulties due to limited vocabulary knowledge, indicating a gap between vocabulary instruction practices and learners’ comprehension outcomes. This study examined the relationship between teachers’ implementation of vocabulary-building strategies and learners’ reading comprehension in selected public elementary schools in Candijay District, Bohol. A descriptive correlational research design was employed, involving 298 respondents, comprising 13 teachers and 285 Grade 4–6 learners. Data were gathered using a 40-item questionnaire adapted from Mehmood et al. (2025) and the Philippine Informal Reading Inventory (Phil-IRI). Weighted Mean and Spearman’s rho were used for data analysis. Results revealed that teachers consistently implemented vocabulary-building strategies, with an overall composite mean of 3.64, interpreted as “Always/Highly Practiced,” while metacognitive strategies had the highest mean (WM = 3.71). Findings also revealed that 75.08% of learners were at the independent reading comprehension level. Furthermore, a strong positive significant relationship was identified between vocabulary-building strategies and reading comprehension (ρ = 0.602, p < 0.001), leading to the rejection of the null hypothesis. These findings suggest that the effective and consistent implementation of vocabulary-building strategies is significantly associated with improved learners’ reading comprehension. Hence, it is recommended that teachers intensify structured and interactive vocabulary instruction to further enhance literacy outcomes among elementary learners.
Emma Requina, Jeany Fe Burato, Amie Libay et al.· Journal of Interdisciplinary...· 0 citations
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
Prior research has largely assumed that exposure to digital environments naturally promotes critical literacy, yet empirical evidence from junior high school students in low-exposure, policy-constrained contexts remains scarce. This study therefore aims to explore the digital literacy practices and online reading strategies of EFL eighth-grade students when reading English texts through Google Classroom at SMP Negeri 2 Enrekang, a school enforcing a strict no-smartphone policy, in order to understand how institutional constraints shape students’ digital reading engagement. Employing a descriptive qualitative design grounded in the interpretivist paradigm, eight students were selected through purposive sampling. Data were collected via semi-structured interviews, open-ended questionnaires, classroom observation, a reading comprehension task, and documentation, then analyzed using Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that students’ digital literacy remained operational rather than critical, dominated by smartphone-based access, navigation difficulties, and heavy reliance on Google Translate. Online reading strategies were surface-level (skimming, scanning, translation-assisted rereading), while higher-order strategies particularly evaluating were rarely or never observed across any data source. Three reader profiles emerged: the Assisted Decoder, the Task-Oriented Navigator, and the Emerging Strategist. The study concludes that three converging constraints linguistic limitation, institutional device restriction, and instructional absence collectively explain students’ critically underdeveloped digital reading, calling for explicit strategy-focused pedagogy embedded in everyday instruction.
Salsabila Salsabila, Asbar Asbar, M. Mustakim· Jurnal Onoma Pendidikan Baha...· 0 citations
Reading comprehension remains a critical challenge in primary education, where students often struggle to transition from mechanical decoding to inferential and critical thinking. This study examines the association between a pedagogical strategy based on short stories and the reading proficiency of sixth-grade students at the José Vicente Luque Educational Unit. Grounded in Cognitive Load Theory (Sweller, 2011), the research employed a mixed-methods approach with a pre-experimental design (single-group pre-test/post-test) involving 32 participants. The independent variable—short story strategy—was operationalized as an integrated instructional intervention combining measurable text features (structural brevity, narrative unity, and thematic relevance) with guided pedagogical mediation throughout the pre-reading, during-reading, and post-reading phases. After verifying normality via the Shapiro-Wilk test, the paired-samples t-test revealed a statistically significant improvement ($p < .001$), resulting in the rejection of the null hypothesis. Notably, Cohen’s $d$ (0.73) indicated a medium-to-large effect size, reflecting a robust positive trend in student performance. Qualitative findings further identified a reduction in cognitive fatigue and enhanced engagement. Overall, the findings indicate that optimizing cognitive load through brief narratives may facilitate the allocation of mental resources toward higher-order comprehension. Due to the absence of a control group, these results are interpreted as indicative evidence of a positive association rather than definitive proof of exclusive causality. The study concludes that the short story may function as a high-potential didactic resource for fostering analytical reading skills in basic education.
María Esperanza Cano Zambrano, Dolores Katerine Lara Alcívar· Ibero-American Journal of Ed...· 0 citations
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.
S. Susanto, Deri Sis Nanda· Revista Electrónica de Inves...· 0 citations
Reading comprehension is essential to elementary learning because vocabulary knowledge supports learners in understanding texts and academic content. However, limited evidence is available on how English vocabulary limitations relate to reading comprehension and academic understanding among Grade 4 learners in Sta. Ana, Cagayan. This study examined English vocabulary proficiency, reading comprehension, and academic understanding in English, Science, and Mathematics, as well as lexical gaps and socioeconomic factors affecting vocabulary acquisition and reading comprehension. Using a descriptive-correlational design, data were gathered from Grade 4 teachers through a structured questionnaire, supported by interviews and documentary analysis. Findings showed high English vocabulary proficiency, very good reading comprehension, and high academic understanding across the three subject areas. Lexical gaps were moderately serious, while socioeconomic factors had a very strong influence. Pearson correlation showed a significant positive relationship between vocabulary proficiency and reading comprehension. The findings support integrating systematic vocabulary development into reading instruction effectively.
Kenima Jasmin Uddipa· International journal of hum...· 0 citations