Unpacking the Digital Advantage: Exploring the Impact of ICT Use and Academic Performance on EFL Students’ Reading Proficiency

Fathia Khairunnisa Khairunnisa; Weni Pratiwi; Dewi Nurholis; Chuzaimah Dahlan Diem; Machdalena Vianty

doi:10.35445/alishlah.v17i4.7920

Unpacking the Digital Advantage: Exploring the Impact of ICT Use and Academic Performance on EFL Students’ Reading Proficiency

Fathia Khairunnisa Khairunnisa, Weni Pratiwi, Dewi Nurholis, Chuzaimah Dahlan Diem, Machdalena Vianty

Abstract

Reading proficiency is essential for academic success, particularly among English as a Foreign Language (EFL) learners in higher education. As Information and Communication Technology (ICT) becomes increasingly integrated into educational practices, its potential impact on students’ reading skills warrants closer investigation. This study examines the relationship between ICT utilization, academic performance, and reading proficiency among EFL students. A correlational design was employed to analyze the association among ICT usage, Grade Point Average (GPA), and reading proficiency. Seventy-one students from an English Education postgraduate program at a state university in Palembang participated in the study. Data were collected through an ICT utilization questionnaire, official GPA records, and a standardized TOEFL reading test. Pearson Product Moment correlation and regression analyses were used to interpret the data. Findings revealed a significant positive correlation between ICT utilization and reading proficiency (r = 0.237, p = 0.046), with ICT contributing 5.6% to reading proficiency. In contrast, GPA showed no significant correlation (r = -0.039, p = 0.748) or predictive value for reading outcomes. The overall regression model was not statistically significant (p = 0.075). While ICT use demonstrates a modest but significant influence on students' reading skills, academic performance, as measured by GPA, does not. These findings underscore the importance of incorporating ICT tools into reading instruction and call for enhanced digital literacy initiatives to support reading development in EFL contexts.

Keywords

ICT integration; academic performance; EFL students; reading proficiency

References

Arif, T. Z. Z. A. & Handayani, R. (2021). Factors influencing the use of ICT for English language learning of Indonesian EFL university students. Elsya: Journal of English Language Studies, 4(1), 24-33. https://doi.org/10.31849/elsya.v4i1.6882

Azmi, V. C. (2021). The use of vocabulary self-collection (VSS) strategy in increasing student reading comprehension. Getsempena English Education Journal, 8(1), 54-64. https://doi.org/10.46244/geej.v8i1.1228

Ghavifekr, S. & Yue, W. S. (2021). Technology leadership in Malaysian schools. International Journal of Asian Business and Information Management, 13(2), 1-18. https://doi.org/10.4018/ijabim.20220701.oa3

Goldhaber, A. B. (2021). Impact of ICT integration on quality of education among secondary schools in USA. Journal of Education, 4(6), 53-61. https://doi.org/10.53819/81018102t5015

Gubbels, J., Swart, N., & Groen, M. A. (2020). Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Large-Scale Assessments in Education, 8(1), 1-17. https://doi.org/10.1186/s40536-020-0079-0

Irzawati, I. & Hasibuan, A. R. (2020). Students’ perceptions of the utilization of ICT in English learning: way or barrier?. Proceedings of the 3rd International Conference on Innovative Research Across Disciplines, 393, 68-73. https://doi.org/10.2991/assehr.k.200115.012

Kaharuddin, Ahmad, D., Mardiana, Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 568-678. https://doi.org/10.17507/jltr.1502.25

Kassah, J. K., Kemevor, A. K., & Gbadagba, G. (2019). Colleges of education graduates academic achievements in visual arts and quality delivering of primary schools creative arts curriculum in Ghana. International Journal of Elementary Education, 8(3), 58. https://doi.org/10.11648/j.ijeedu.20190803.11

Lafontaine, D., Jude, N., & Leck, J. (2022). Validating a scale measuring metacognitive knowledge about digital reading. Mesure Et Évaluation en Éducation, 45, 63-94. https://doi.org/10.7202/1108759ar

Lin, L., King, R. B., Fu, L., & Leung, S. O. (2023). Information and communication technology engagement and digital reading: how meta‐cognitive strategies impact their relationship. British Journal of Educational Technology, 55(1), 277-296. https://doi.org/10.1111/bjet.13355

Liu, D. (2024). Cross-national analysis of differences in student reading performance: taking PISA 2022 as an example. Lecture Notes in Education Psychology and Public Media, 54(1), 37-43. https://doi.org/10.54254/2753-7048/54/20241573

Maab, S. H., Ramadhanti, S. F., Payung, N. F., & Yulia, Y. (2024). Critical thinking in academic reading: EFL students’ perceptions and challenges. Voices of English Language Education Society, 8(1), 206-219. https://doi.org/10.29408/veles.v8i1.25096

Manaig, K. A., Yazon, A. D., Tesoro, J. F. B., Buama, C. A. C., & Sapin, S. B. (2024). Unraveling the connections: exploring the relationship between teaching effectiveness and academic achievement in blended learning environments. Advanced Journal of STEM Education, 2(2), 80-94. https://doi.org/10.31098/ajosed.v2i2.2718

Mihret, G. & Joshi, J. (2025) The relationship between students’ reading skill and academic achievement: A comprehensive investigation. International Journal of Research Publication and Reviews, 06(02), 2171-2181. https://doi.org/10.55248/gengpi.6.0225.0913

Momdjian, L. & Chidiac, F. E. (2024). Enhancing English reading comprehension of ESL underachievers by fostering metacognitive strategies. Theory and Practice in Language Studies, 14(1), 21-30. https://doi.org/10.17507/tpls.1401.03

Nuraini., Safitri, D. A., Andini, V. G., & Apriyanti, U. (2023). The influence of reading interest on learning achievement at student. Journal of Psychology and Social Sciences, 1(4), 115-120. https://doi.org/10.61994/jpss.v1i4.94

Ogunjobi, A. O., Akinwumi, I. O., Ojo, A. A., & Olofin, S. O. (2023). Impact of ict and class size on academic performance of secondary school students in science subject in ekiti state. International Journal of Vocational and Technical Education Research, 9(3), 35-44. https://doi.org/10.37745/ijvter.15/vol9n33544

Paudel, P. (2020). Information and communication technology in foreign language classes in English: roles and practices. International Journal of Technology in Education and Science, 5(1), 37-55. https://doi.org/10.46328/ijtes.179

Rasanty, N. A., & Qudsyi, H. (2023). Self-regulated learning and academic procrastination in college students during online learning. Advances in Health Sciences Research, 82-89. https://doi.org/10.2991/978-94-6463-212-5_9

Samaranayake, S. W., Kositchaivat, S., & Theienpermpool, P. (2022). Effectiveness of in-house materials on academic reading proficiency of college-level Omani students. Arab World English Journal, 13(4), 454-467. https://doi.org/10.24093/awej/vol13no4.30

Siminto, Almaududi Ausat, A. M., & Rijal, S. (2024). Education management strategies to maximize the effectiveness of information and communication technology integration in teaching and learning processes. Indo-MathEdu Intellectuals Journal, 5(2), 1630-1641. https://doi.org/10.54373/imeij.v5i2.935

Yu, R., Wang, M., & Hu, J. (2023). The relationship between ICT perceived competence and adolescents’ digital reading performance: a multilevel mediation study. Journal of Educational Computing Research, 61(4), 817-846. https://doi.org/10.1177/07356331221137107

DOI: https://doi.org/10.35445/alishlah.v17i4.7920