ENHANCING ADULT EFL LEARNERS’ READING COMPREHENSION THROUGH DIGITAL READING TASKS: AN EXPERIMENTAL STUDY

Abstract

Reading comprehension remains a major challenge for adult EFL learners, particularly in academic contexts where reading increasingly occurs in digital environments. Although digital texts dominate modern learning settings, reading instruction in many EFL classrooms continues to rely on traditional print-based approaches. This study examines the effectiveness of digital reading tasks in enhancing the reading comprehension skills of adult EFL learners. A quasi-experimental research design was employed involving 40 intermediate-level adult EFL learners, who were divided into an experimental group and a control group. Over an eight-week instructional period, the experimental group participated in digital reading tasks using online texts, interactive features, and comprehension-focused activities, while the control group received conventional paper-based reading instruction. Data were collected through pre- and post-reading comprehension tests and analyzed quantitatively. The findings revealed that learners in the experimental group demonstrated significantly higher gains in reading comprehension than those in the control group. Improvements were particularly evident in identifying main ideas, making inferences, and understanding vocabulary in context. The results indicate that digital reading tasks can effectively support reading comprehension development by increasing learner engagement and facilitating strategic reading. The study offers pedagogical implications for integrating digital tools into adult EFL reading instruction.