Vol. 12/ Núm. 2 2025 pág. 1875
https://doi.org/10.69639/arandu.v12i2.1035
The positive impact of using digital tools for teaching EFL
through reading from High School English teachers
perspectives
El impacto positivo del uso de herramientas digitales para la enseñanza del inglés
como lengua extranjera a través de la lectura desde la perspectiva de los profesores de
inglés de secundaria
Lisbeth Jazmin Hinojosa Acosta
https://orcid.org/0000-0002-0817-8191
lhinojosaa@unemi.edu.ec
Universidad Estatal de Milagro
Ecuador – Milagro
Yuri Jennifer Chumo Zambrano
ychumoz@unemi.edu.ec
https://orcid.org/0009-0004-7691-8245
Universidad Estatal de Milagro
Ecuador – Milagro
Melissa Virginia Alvarez Mendoza
https://orcid.org/0000-0001-8915-3377
malvarezm14@unemi.edu.ec
Universidad Estatal de Milagro
Ecuador – Milagro
Carla Isabel Lozano Alvarado
clozanoa@unemi.edu.ec
https://orcid.org/0009-0003-1963-1339
Universidad Estatal de Milagro
Ecuador, Milagro
Artículo recibido: 10 marzo 2025 - Aceptado para publicación: 20 abril 2025
Conflictos de intereses: Ninguno que declarar
RESUMEN
Este estudio examina la percepción y experiencia de docentes de inglés en escuelas secundarias
públicas de Ecuador con respecto al uso de herramientas digitales para la enseñanza de la lectura,
con el fin de identificar beneficios, desafíos y condiciones necesarias para su implementación
efectiva. Tuvo como objetivo explorar las percepciones de 30 docentes de inglés como lengua
extranjera (EFL) en escuelas secundarias públicas de Ecuador con respecto al uso de herramientas
digitales para la enseñanza de la lectura. La metodología aplicada fue un enfoque de métodos
mixtos, que combina encuestas y entrevistas semiestructuradas, donde se analizaron las
experiencias, los beneficios y los desafíos de la integración de recursos digitales en el aula. Los
resultados muestran que el 86,7% de los docentes cree que las herramientas digitales mejoran
significativamente la comprensión lectora, mientras que el 80% destaca su mayor interactividad
en comparación con los métodos tradicionales. Además, el 93,3% valora el impacto de recursos
Vol. 12/ Núm. 2 2025 pág. 1876
como audiolibros y videos interactivos en el desarrollo de habilidades lingüísticas básicas,
observando un aumento en la motivación de los estudiantes (86,7%). En el caso de las entrevistas,
sus resultados revelan que estas herramientas permiten un aprendizaje personalizado, fomentan
la autonomía y facilitan procesos como la inferencia y el acceso inmediato a los recursos
lingüísticos. Sin embargo, se identificaron limitaciones, como dificultades técnicas, problemas de
conectividad (53,3%) y falta de apoyo institucional, especialmente en zonas rurales. Se concluye
que, si bien las herramientas digitales mejoran la enseñanza de la lectura, su eficacia depende de
condiciones tecnológicas adecuadas, la formación docente continua y políticas educativas que
promuevan su integración estratégica.
Palabras clave: herramientas digitales, enseñanza de lectura, inglés como lengua
extranjera, motivación estudiantil
ABSTRACT
This study examines the perceptions and experiences of English teachers in public secondary
schools in Ecuador regarding the use of digital tools for reading instruction, in order to identify
benefits, challenges, and necessary conditions for their effective implementation. The study aimed
to explore the perceptions of 30 English as a Foreign Language (EFL) teachers in public
secondary schools in Ecuador regarding the use of digital tools for reading instruction. The
methodology used was a mixed-methods approach, combining surveys and semi-structured
interviews, which analyzed the experiences, benefits, and challenges of integrating digital
resources in the classroom. The results show that 86.7% of teachers believe that digital tools
significantly improve reading comprehension, while 80% highlight their greater interactivity
compared to traditional methods. Furthermore, 93.3% value the impact of resources such as
audiobooks and interactive videos on the development of basic language skills, observing an
increase in student motivation (86.7%). In the case of the interviews, the results reveal that these
tools enable personalized learning, foster autonomy, and facilitate processes such as inference
and immediate access to language resources. However, limitations were identified, such as
technical difficulties, connectivity issues (53.3%), and lack of institutional support, especially in
rural areas. The conclusion is that, while digital tools improve reading instruction, their
effectiveness depends on adequate technological conditions, ongoing teacher training, and
educational policies that promote their strategic integration.
Keywords: digital tools, reading instruction, English as a foreign language, student
motivation
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
como audiolibros y videos interactivos en el desarrollo de habilidades lingüísticas básicas,
observando un aumento en la motivación de los estudiantes (86,7%). En el caso de las entrevistas,
sus resultados revelan que estas herramientas permiten un aprendizaje personalizado, fomentan
la autonomía y facilitan procesos como la inferencia y el acceso inmediato a los recursos
lingüísticos. Sin embargo, se identificaron limitaciones, como dificultades técnicas, problemas de
conectividad (53,3%) y falta de apoyo institucional, especialmente en zonas rurales. Se concluye
que, si bien las herramientas digitales mejoran la enseñanza de la lectura, su eficacia depende de
condiciones tecnológicas adecuadas, la formación docente continua y políticas educativas que
promuevan su integración estratégica.
Palabras clave: herramientas digitales, enseñanza de lectura, inglés como lengua
extranjera, motivación estudiantil
ABSTRACT
This study examines the perceptions and experiences of English teachers in public secondary
schools in Ecuador regarding the use of digital tools for reading instruction, in order to identify
benefits, challenges, and necessary conditions for their effective implementation. The study aimed
to explore the perceptions of 30 English as a Foreign Language (EFL) teachers in public
secondary schools in Ecuador regarding the use of digital tools for reading instruction. The
methodology used was a mixed-methods approach, combining surveys and semi-structured
interviews, which analyzed the experiences, benefits, and challenges of integrating digital
resources in the classroom. The results show that 86.7% of teachers believe that digital tools
significantly improve reading comprehension, while 80% highlight their greater interactivity
compared to traditional methods. Furthermore, 93.3% value the impact of resources such as
audiobooks and interactive videos on the development of basic language skills, observing an
increase in student motivation (86.7%). In the case of the interviews, the results reveal that these
tools enable personalized learning, foster autonomy, and facilitate processes such as inference
and immediate access to language resources. However, limitations were identified, such as
technical difficulties, connectivity issues (53.3%), and lack of institutional support, especially in
rural areas. The conclusion is that, while digital tools improve reading instruction, their
effectiveness depends on adequate technological conditions, ongoing teacher training, and
educational policies that promote their strategic integration.
Keywords: digital tools, reading instruction, English as a foreign language, student
motivation
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 2 2025 pág. 1877
INTRODUCTION
Over the past few years, the use of digital tools in education has significantly changed
traditional teaching approaches, especially in the area of English as a Foreign Language (EFL).
With constant technological advancements, teachers have increasingly integrated digital
resources into their lessons to boost student engagement and enhance learning outcomes.
Reading is one of the most important skills to develop in order to learn a language.
Thankfully, digital tools offer new ways to develop it and make it more accessible and engaging
for students. For instance, resources like e-books, adaptive learning apps, and interactive reading
platforms help us as teachers to personalize our students’ experience, transforming a boring
learning into an interactive and more personalized to students. These kinds of resources not only
make reading more engaging but also have the potential to increase understanding and encourage
motivation.
Although there is research regarding the use of technology to learn a language, there is
still a lack of studies based on the effectiveness of digital tools for specifically teaching reading
from English teachers’ perspectives in an EFL context. Understanding their experiences,
challenges, and opinions is essential to assessing the real impact of these tools and determining
the best ways to integrate them into the classroom. This study seeks to fill that gap by examining
how high school EFL teachers perceive both the benefits and difficulties of using digital resources
for reading instruction.
In order to achieve this, the investigation uses a mixed method through tools such as
surveys and interviews to collect insights from teachers with several levels of experience and
professional backgrounds. The results obtained will contribute to the current discussion on the
impact of technology in the classroom based on a EFL context, providing different perspectives
that can be useful to enhance teaching strategies and contribute to the development of digital
education in the future.
Literature Review
Reading
Reading is the process of looking at written or printed words and understanding their
meaning. It involves recognizing letters, words, and sentences and interpreting them based on
prior knowledge and context. Duke & Cartwright (2021) propose a theory that shows the active
view of reading, as an expansion of the simple view and can be used to convey important advances
in the field.
There are different types of reading, including:
Skimming – Quickly looking over a text to get the main idea; Scanning – Searching for
specific information; Intensive reading – Reading carefully for deep understanding; Extensive
reading – Reading for pleasure or general understanding.
INTRODUCTION
Over the past few years, the use of digital tools in education has significantly changed
traditional teaching approaches, especially in the area of English as a Foreign Language (EFL).
With constant technological advancements, teachers have increasingly integrated digital
resources into their lessons to boost student engagement and enhance learning outcomes.
Reading is one of the most important skills to develop in order to learn a language.
Thankfully, digital tools offer new ways to develop it and make it more accessible and engaging
for students. For instance, resources like e-books, adaptive learning apps, and interactive reading
platforms help us as teachers to personalize our students’ experience, transforming a boring
learning into an interactive and more personalized to students. These kinds of resources not only
make reading more engaging but also have the potential to increase understanding and encourage
motivation.
Although there is research regarding the use of technology to learn a language, there is
still a lack of studies based on the effectiveness of digital tools for specifically teaching reading
from English teachers’ perspectives in an EFL context. Understanding their experiences,
challenges, and opinions is essential to assessing the real impact of these tools and determining
the best ways to integrate them into the classroom. This study seeks to fill that gap by examining
how high school EFL teachers perceive both the benefits and difficulties of using digital resources
for reading instruction.
In order to achieve this, the investigation uses a mixed method through tools such as
surveys and interviews to collect insights from teachers with several levels of experience and
professional backgrounds. The results obtained will contribute to the current discussion on the
impact of technology in the classroom based on a EFL context, providing different perspectives
that can be useful to enhance teaching strategies and contribute to the development of digital
education in the future.
Literature Review
Reading
Reading is the process of looking at written or printed words and understanding their
meaning. It involves recognizing letters, words, and sentences and interpreting them based on
prior knowledge and context. Duke & Cartwright (2021) propose a theory that shows the active
view of reading, as an expansion of the simple view and can be used to convey important advances
in the field.
There are different types of reading, including:
Skimming – Quickly looking over a text to get the main idea; Scanning – Searching for
specific information; Intensive reading – Reading carefully for deep understanding; Extensive
reading – Reading for pleasure or general understanding.
Vol. 12/ Núm. 2 2025 pág. 1878
Skimming refers to reading rapidly to grasp the main idea of a text, while scanning
involves rapid reading to find specific information. “In essence, skimming provides readers with
a sense of the overall information contained in a section, while scanning assists readers in
pinpointing particular details” (Fatmawan et al., 2023).
Importance of reading skills for language acquisition
Reading helps students improve understanding, writing style, vocabulary, grammar and
spelling. The earlier students learn to read and write in English, the stronger their foundation will
be for developing overall language proficiency. Reading and writing skills are essential for
understanding grammar, expanding vocabulary, and improving communication. When students
start early, they have more time to practice and become comfortable with the language, making it
easier for them to succeed in advanced English courses.
Additionally, Bátiz et al., (2021) mentions that literacy achievement, the quantitative
assessment of reading and writing ability, is an outcome measure of language development and
depends on general cognitive processes. Children with language difficulties have lower literacy
achievement and higher rates of reading disorders.
Therefore, the development of reading precursors and the acquisition of skills that
facilitate reading, such as listening comprehension, vocabulary knowledge, and phonological
awareness during early childhood, could be considered a meaningful outcome measure of
cognitive and language development and could predict reading proficiency later in life.
How technology enhances EFL learning
Technology significantly enhances English as a Foreign Language (EFL) learning by
offering interactive and flexible tools that facilitate language acquisition. Digital platforms enable
students to practice various language skills at their own pace, while multimedia resources create
immersive experiences that improve comprehension and retention. Additionally, artificial
intelligence provides personalized feedback, helping learners refine pronunciation and gramar
(Sari, 2024).
Gamification elements, such as quizzes and challenges, boost motivation and encourage
active participation. Moreover, real-time communication tools allow students to interact with
peers and native speakers worldwide, fostering authentic language practice. By integrating
technology, EFL education becomes more dynamic, accessible, and effective.
Digital learning platforms promote collaboration through discussion forums and shared
spaces. Additionally, immersive technologies such as virtual and augmented reality enhance
engagement and accessibility in online education. According to Zhang (2024) the integration of
educational technology has transformed the way instructors interact with students, with
gamification introducing competition and achievement to motivate active participation.
Furthermore, real-time collaboration tools support synchronous interactions, enabling live
debates, brainstorming sessions, and direct engagement with instructors.
Skimming refers to reading rapidly to grasp the main idea of a text, while scanning
involves rapid reading to find specific information. “In essence, skimming provides readers with
a sense of the overall information contained in a section, while scanning assists readers in
pinpointing particular details” (Fatmawan et al., 2023).
Importance of reading skills for language acquisition
Reading helps students improve understanding, writing style, vocabulary, grammar and
spelling. The earlier students learn to read and write in English, the stronger their foundation will
be for developing overall language proficiency. Reading and writing skills are essential for
understanding grammar, expanding vocabulary, and improving communication. When students
start early, they have more time to practice and become comfortable with the language, making it
easier for them to succeed in advanced English courses.
Additionally, Bátiz et al., (2021) mentions that literacy achievement, the quantitative
assessment of reading and writing ability, is an outcome measure of language development and
depends on general cognitive processes. Children with language difficulties have lower literacy
achievement and higher rates of reading disorders.
Therefore, the development of reading precursors and the acquisition of skills that
facilitate reading, such as listening comprehension, vocabulary knowledge, and phonological
awareness during early childhood, could be considered a meaningful outcome measure of
cognitive and language development and could predict reading proficiency later in life.
How technology enhances EFL learning
Technology significantly enhances English as a Foreign Language (EFL) learning by
offering interactive and flexible tools that facilitate language acquisition. Digital platforms enable
students to practice various language skills at their own pace, while multimedia resources create
immersive experiences that improve comprehension and retention. Additionally, artificial
intelligence provides personalized feedback, helping learners refine pronunciation and gramar
(Sari, 2024).
Gamification elements, such as quizzes and challenges, boost motivation and encourage
active participation. Moreover, real-time communication tools allow students to interact with
peers and native speakers worldwide, fostering authentic language practice. By integrating
technology, EFL education becomes more dynamic, accessible, and effective.
Digital learning platforms promote collaboration through discussion forums and shared
spaces. Additionally, immersive technologies such as virtual and augmented reality enhance
engagement and accessibility in online education. According to Zhang (2024) the integration of
educational technology has transformed the way instructors interact with students, with
gamification introducing competition and achievement to motivate active participation.
Furthermore, real-time collaboration tools support synchronous interactions, enabling live
debates, brainstorming sessions, and direct engagement with instructors.
Vol. 12/ Núm. 2 2025 pág. 1879
The impact of listening-while-reading strategies
“Reading fluency is a critical component of successful reading development, as it bridges
word recognition and reading comprehension by enabling efficient, accurate, and expressive
reading” (Maki & Hammerschmidt-Snidarich, 2022). Recently, audiobooks and text-to-speech
(TTS) technologies have surfaced as tools capable of helping with audio-assisted fluency
instruction. The aim of this essay is to discuss the use of these technologies in the development
of reading fluency among struggling readers and analyze the role of listening-while-reading
(LWR) approaches on the development of literacy.
Repeated reading and listening while reading are two important strategies that improve
students' fluency and comprehension (Amin, 2022). This statement highlights the importance of
repeated reading and listening while reading (LWR) as effective strategies for improving two
crucial aspects of literacy development: fluency and comprehension.
Audiobooks and Text-to-Speech as Scaffolding Tools
Audiobooks allow language learners to read and listen to the same text simultaneously;
however, the effects of this bimodal (written and spoken) input on learners' comprehension have
been inconsistent, suggesting that the conditions under which audiobooks can aid comprehension
are not well understood (Hui, 2024). Furthermore, the implementation of a text-to-speech app is
one of the solutions to help students with autism improve their English reading comprehension,
the app helps them hear correct pronunciation and intonation, so they can better imitate and
practice reading texts in English (Araujo, 2023).
Audiobooks offer greater accessibility and new ways to interact with academic texts.
While the development of academic audiobooks is at a relatively early stage, one important issue
that has not yet received due attention is the presentation of referenced materials in audio format
(Bacaller, 2021). Currently, this is addressed on a case-by-case basis, with no centralized industry
standards, so protocols are established by each publisher or negotiated between rights holders and
narrators.
Listening-While-Reading Strategies
The Learning with Words (LWR) method, which integrates visual and auditory
information, has been shown to improve reading fluency and comprehension.Listening while
reading with error correction and repeated reading with word rehearsal did not appear to produce
a greater effect than the other; however, both interventions resulted in an acceleration in the
number of correct words read and a deceleration in the number of incorrect words read overall
(Essex, 2023). This dual-modality teaching method has been shown to be beneficial for dyslexic
students, as it strengthens word identification and reduces reading stress (Gonzalez-Frey and Ehri,
2021).
Developing English as a Foreign Language (EFL) skills is a necessary requirement for
communication, but also for perfecting a second language (L2) (Garcés, 2021). Therefore, the
The impact of listening-while-reading strategies
“Reading fluency is a critical component of successful reading development, as it bridges
word recognition and reading comprehension by enabling efficient, accurate, and expressive
reading” (Maki & Hammerschmidt-Snidarich, 2022). Recently, audiobooks and text-to-speech
(TTS) technologies have surfaced as tools capable of helping with audio-assisted fluency
instruction. The aim of this essay is to discuss the use of these technologies in the development
of reading fluency among struggling readers and analyze the role of listening-while-reading
(LWR) approaches on the development of literacy.
Repeated reading and listening while reading are two important strategies that improve
students' fluency and comprehension (Amin, 2022). This statement highlights the importance of
repeated reading and listening while reading (LWR) as effective strategies for improving two
crucial aspects of literacy development: fluency and comprehension.
Audiobooks and Text-to-Speech as Scaffolding Tools
Audiobooks allow language learners to read and listen to the same text simultaneously;
however, the effects of this bimodal (written and spoken) input on learners' comprehension have
been inconsistent, suggesting that the conditions under which audiobooks can aid comprehension
are not well understood (Hui, 2024). Furthermore, the implementation of a text-to-speech app is
one of the solutions to help students with autism improve their English reading comprehension,
the app helps them hear correct pronunciation and intonation, so they can better imitate and
practice reading texts in English (Araujo, 2023).
Audiobooks offer greater accessibility and new ways to interact with academic texts.
While the development of academic audiobooks is at a relatively early stage, one important issue
that has not yet received due attention is the presentation of referenced materials in audio format
(Bacaller, 2021). Currently, this is addressed on a case-by-case basis, with no centralized industry
standards, so protocols are established by each publisher or negotiated between rights holders and
narrators.
Listening-While-Reading Strategies
The Learning with Words (LWR) method, which integrates visual and auditory
information, has been shown to improve reading fluency and comprehension.Listening while
reading with error correction and repeated reading with word rehearsal did not appear to produce
a greater effect than the other; however, both interventions resulted in an acceleration in the
number of correct words read and a deceleration in the number of incorrect words read overall
(Essex, 2023). This dual-modality teaching method has been shown to be beneficial for dyslexic
students, as it strengthens word identification and reduces reading stress (Gonzalez-Frey and Ehri,
2021).
Developing English as a Foreign Language (EFL) skills is a necessary requirement for
communication, but also for perfecting a second language (L2) (Garcés, 2021). Therefore, the
Vol. 12/ Núm. 2 2025 pág. 1880
objective of this paper is to propose a system of activities for Bachelor's Degrees in Education,
this system integrates two skills: reading and speaking, and also enhances the development of
critical thinking.
Impact on Reading Fluency and Comprehension
Research has shown that students who engage in Literacy and Writing (LWR) activities
experience substantial improvements in their reading fluency. Makebo et al. (2022) mention that
the results of their study revealed a significant positive correlation between students' reading
fluency and their reading comprehension, implying that those who read more fluently also
understand what they read better. Furthermore, instruction that focuses on both fluency and
reading comprehension is essential for improving reading outcomes among struggling elementary
students, as fluency links word recognition and comprehension, enabling more effective reading
(Cockerill et al., 2023).
Audiobooks and TTS technology play a critical role in supporting struggling readers, as
they offer an audit trail for fluent reading and reduce cognitive barriers to text comprehension.
The LWR approach has proven effective in improving reading fluency, automaticity, and prosody.
As educational institutions continue to integrate digital tools into literacy instruction, leveraging
these audio-assisted strategies can help narrow the achievement gap for students with reading
difficulties, thus fostering a more inclusive learning environment.
METHODOLOGY
Our research uses a mixed-method, combining quantitative and qualitative approaches to
analyze the perspectives of high school English teachers on the positive impact of using digital
tools for teaching EFL through Reading. The study employs two data collection instruments: a
survey and semi-structured interviews. The use of these tools offers a complete view, in one way
we collect information about their teaching experiences and in the other way we try to find
recurring themes about the effectiveness strategies of technology to improve students’ reading
skills.
The survey was focused on teachers who teach English as a foreign language in public
High school institutions.
Participants come from diverse cultural and social backgrounds and possess extensive
knowledge of the language. The selection follows a purposive sampling method to ensure that all
participants have experience in EFL teaching.
This article adopts an educational framework focused on the effective use of teaching
skills with modern digital tools, with the goal of improving reading skills in students at different
levels.
objective of this paper is to propose a system of activities for Bachelor's Degrees in Education,
this system integrates two skills: reading and speaking, and also enhances the development of
critical thinking.
Impact on Reading Fluency and Comprehension
Research has shown that students who engage in Literacy and Writing (LWR) activities
experience substantial improvements in their reading fluency. Makebo et al. (2022) mention that
the results of their study revealed a significant positive correlation between students' reading
fluency and their reading comprehension, implying that those who read more fluently also
understand what they read better. Furthermore, instruction that focuses on both fluency and
reading comprehension is essential for improving reading outcomes among struggling elementary
students, as fluency links word recognition and comprehension, enabling more effective reading
(Cockerill et al., 2023).
Audiobooks and TTS technology play a critical role in supporting struggling readers, as
they offer an audit trail for fluent reading and reduce cognitive barriers to text comprehension.
The LWR approach has proven effective in improving reading fluency, automaticity, and prosody.
As educational institutions continue to integrate digital tools into literacy instruction, leveraging
these audio-assisted strategies can help narrow the achievement gap for students with reading
difficulties, thus fostering a more inclusive learning environment.
METHODOLOGY
Our research uses a mixed-method, combining quantitative and qualitative approaches to
analyze the perspectives of high school English teachers on the positive impact of using digital
tools for teaching EFL through Reading. The study employs two data collection instruments: a
survey and semi-structured interviews. The use of these tools offers a complete view, in one way
we collect information about their teaching experiences and in the other way we try to find
recurring themes about the effectiveness strategies of technology to improve students’ reading
skills.
The survey was focused on teachers who teach English as a foreign language in public
High school institutions.
Participants come from diverse cultural and social backgrounds and possess extensive
knowledge of the language. The selection follows a purposive sampling method to ensure that all
participants have experience in EFL teaching.
This article adopts an educational framework focused on the effective use of teaching
skills with modern digital tools, with the goal of improving reading skills in students at different
levels.
Vol. 12/ Núm. 2 2025 pág. 1881
Participants
This study involved a sample of 30 EFL teachers from different public institutions. They
sought to improve teaching and learning among students through the use of applications or
programs that spark interest and improve reading skills.
The participants in this study were selected from public institutions in different cities
across the country, ensuring that through experiential education they develop better strategies to
foster their students' interest in reading and employ these techniques in their curriculum.
The survey consisted of 30 participants, with a distribution skewed toward a
predominantly female demographic, specifically 60% women and 40% men. This pattern aligns
with the common trend observed in teaching across different grade levels within the educational
system.
The educators ranged in age from 25 to 45 years, with a diverse group of English teachers
from public institutions with multiple academic degrees who potentially add to their teaching
experience. All participants are non-native English speakers, with varying levels of English
proficiency. Others are continuing to develop their professional skills.
Research instruments and tools
The research aimed to evaluate the positive impact of using digital tools for teaching
English as a foreign language through reading from the perspective of High School English
teachers. To ensure this meticulous and multifaceted study, the research employs several
technological data collection instruments.
Quantitative Instruments
The research used surveys to collect information about teachers' experience teaching
English with digital tools and professional background. The survey consists of 10 questions,
divided into two main sections:
The first section takes part from question 2 to question 5, which are based on teacher
Profile. These questions collect demographic data, and professional background information such
as: age, gender, level of education, years of experience, use of digital tools to teach english.
On the other hand, the second part takes part from the question 6 until the question 10,
which are based on teachers’ perception and experience using digital tools focused on enhance
students’ reading skills.These type of questions try to assess teachers’ perspectives on the
effectiveness, challenges and benefits of implementing digital tools for teaching reading in
English as a Foreign language.
Qualitative Instruments
The qualitative component was based on the interviews conducted via Zoom applied to
teachers who shared their experiences with their own teaching techniques and strategies. This
component gives teachers the opportunity to share their knowledge such as experiences, insights,
and concerns about using digital tools for teaching reading in the classroom in an EFL context.
Participants
This study involved a sample of 30 EFL teachers from different public institutions. They
sought to improve teaching and learning among students through the use of applications or
programs that spark interest and improve reading skills.
The participants in this study were selected from public institutions in different cities
across the country, ensuring that through experiential education they develop better strategies to
foster their students' interest in reading and employ these techniques in their curriculum.
The survey consisted of 30 participants, with a distribution skewed toward a
predominantly female demographic, specifically 60% women and 40% men. This pattern aligns
with the common trend observed in teaching across different grade levels within the educational
system.
The educators ranged in age from 25 to 45 years, with a diverse group of English teachers
from public institutions with multiple academic degrees who potentially add to their teaching
experience. All participants are non-native English speakers, with varying levels of English
proficiency. Others are continuing to develop their professional skills.
Research instruments and tools
The research aimed to evaluate the positive impact of using digital tools for teaching
English as a foreign language through reading from the perspective of High School English
teachers. To ensure this meticulous and multifaceted study, the research employs several
technological data collection instruments.
Quantitative Instruments
The research used surveys to collect information about teachers' experience teaching
English with digital tools and professional background. The survey consists of 10 questions,
divided into two main sections:
The first section takes part from question 2 to question 5, which are based on teacher
Profile. These questions collect demographic data, and professional background information such
as: age, gender, level of education, years of experience, use of digital tools to teach english.
On the other hand, the second part takes part from the question 6 until the question 10,
which are based on teachers’ perception and experience using digital tools focused on enhance
students’ reading skills.These type of questions try to assess teachers’ perspectives on the
effectiveness, challenges and benefits of implementing digital tools for teaching reading in
English as a Foreign language.
Qualitative Instruments
The qualitative component was based on the interviews conducted via Zoom applied to
teachers who shared their experiences with their own teaching techniques and strategies. This
component gives teachers the opportunity to share their knowledge such as experiences, insights,
and concerns about using digital tools for teaching reading in the classroom in an EFL context.
Vol. 12/ Núm. 2 2025 pág. 1882
In order to obtain detailed responses, the types of questions used in the interviews are
open-ended questions. These types of questions are really useful because it allows teachers to
express themself freely, reflecting on the challenges they find and giving suggestions based on
their experiences.
Data Analysis
The information collected from the survey will be analyzed using descriptive statistics to
identify patterns in teacher’s viewpoints. On the other hand, the answers gathered from the
qualitative tool, in this case the interviews, will be examined through thematic analysis in order
to identify recurring themes proportionated and key insights by the teachers’ perspectives about
the use of digital tools.
This methodology corroborates a complete understanding of high school English
teachers’ perspectives and experiences about the application of digital tools in the classroom to
enhance reading.
RESULTS AND DISCUSSION
Quantitative results
The results obtained from quantitative data collected through a structured survey of 30
English teachers working in public schools in Ecuador show a generally positive attitude toward
the use of digital tools for teaching reading in English. 86.7% of respondents stated that digital
tools have significantly improved their students' reading comprehension. Furthermore, 80% stated
that the tools have improved compared to traditional methods and that classes are now more
interactive.
Another important finding is that 93.3% of teachers believe that the use of digital resources,
such as interactive videos, audiobooks, and other applications, helps students achieve
instructional levels of basic language skills. Furthermore, 86.7% reported observing an
improvement in student motivation when digital texts are illustrated with multimedia resources.
However, 53.3% expressed concern about the technical and connectivity difficulties that hinder
the daily use of these tools, especially in rural areas or disadvantaged family situations.
This research collected a series of data through surveys that allowed for a detailed
understanding of how English teachers in public schools perceive the use of digital tools in their
reading classes. A total of 30 teachers participated, with 70% being women and 30% men. This
distribution reflects a very common reality in the educational field, particularly in language
teaching, where women often represent the majority. Interestingly, despite this numerical
difference, both male and female teachers expressed quite similar opinions regarding the role of
technology in teaching English as a foreign language.
One significant aspect that emerges from the study is the high level of agreement among
teachers that digital tools provide clear benefits to student learning. Many highlighted how these
In order to obtain detailed responses, the types of questions used in the interviews are
open-ended questions. These types of questions are really useful because it allows teachers to
express themself freely, reflecting on the challenges they find and giving suggestions based on
their experiences.
Data Analysis
The information collected from the survey will be analyzed using descriptive statistics to
identify patterns in teacher’s viewpoints. On the other hand, the answers gathered from the
qualitative tool, in this case the interviews, will be examined through thematic analysis in order
to identify recurring themes proportionated and key insights by the teachers’ perspectives about
the use of digital tools.
This methodology corroborates a complete understanding of high school English
teachers’ perspectives and experiences about the application of digital tools in the classroom to
enhance reading.
RESULTS AND DISCUSSION
Quantitative results
The results obtained from quantitative data collected through a structured survey of 30
English teachers working in public schools in Ecuador show a generally positive attitude toward
the use of digital tools for teaching reading in English. 86.7% of respondents stated that digital
tools have significantly improved their students' reading comprehension. Furthermore, 80% stated
that the tools have improved compared to traditional methods and that classes are now more
interactive.
Another important finding is that 93.3% of teachers believe that the use of digital resources,
such as interactive videos, audiobooks, and other applications, helps students achieve
instructional levels of basic language skills. Furthermore, 86.7% reported observing an
improvement in student motivation when digital texts are illustrated with multimedia resources.
However, 53.3% expressed concern about the technical and connectivity difficulties that hinder
the daily use of these tools, especially in rural areas or disadvantaged family situations.
This research collected a series of data through surveys that allowed for a detailed
understanding of how English teachers in public schools perceive the use of digital tools in their
reading classes. A total of 30 teachers participated, with 70% being women and 30% men. This
distribution reflects a very common reality in the educational field, particularly in language
teaching, where women often represent the majority. Interestingly, despite this numerical
difference, both male and female teachers expressed quite similar opinions regarding the role of
technology in teaching English as a foreign language.
One significant aspect that emerges from the study is the high level of agreement among
teachers that digital tools provide clear benefits to student learning. Many highlighted how these
Vol. 12/ Núm. 2 2025 pág. 1883
technologies not only capture students' attention but, more importantly, enhance their reading
comprehension. This is a noteworthy point, considering that understanding texts is one of the
central challenges in English teaching. The majority of respondents acknowledged that
incorporating reading applications, digital texts, and multimedia materials has had a visible
impact on how their students acquire vocabulary and improve their reading fluency. In fact, over
85% stated that these tools have contributed to students becoming more interested in English and
actively engaging with reading activities.
Delving deeper into the teachers' experiences, a clear trend related to their years of service
was found. Teachers with more than five years of experience reported a greater utilization of
digital resources. These educators noted that technological platforms offer a flexibility that is not
always achievable with traditional methods. Thanks to these tools, they can tailor lessons to meet
the diverse needs and levels of students within the same group. This capacity for personalization
is crucial for achieving effective and satisfying learning for all.
However, not everything is a smooth path. A small number, approximately 15% of
participants, acknowledged that there are limitations that hinder the full use of these technologies.
Some pointed out that a lack of adequate training, along with limited access to devices or
insufficient institutional infrastructure, constitutes significant barriers. Nevertheless, despite these
challenges, the majority agrees that digital tools are a valuable complement to traditional teaching
methods and that, when used correctly, they can significantly enhance learning.
Therefore, these quantitative data suggest a clear consensus among professionals:
educational technology, when integrated appropriately, does not replace traditional teaching
methods but rather enriches them, helping to make English reading classes more dynamic,
motivating, and tailored to the needs of each student.
Qualitative results
In interviews with a group of English teachers, the current importance of using digital tools
was discussed, complementing the quantitative findings of the study. Several teachers agreed that
these digital tools allow for better adaptation of content to students' interests and levels,
contributing to a more satisfying reading experience. These teachers stated that the use of online
platforms enabled more extensive reading and encouraged the production of inferences that were
previously impossible to address in lectures. One teacher stated: "With digital texts, students can
underline main ideas, answer questions interactively, and access dictionaries in real time. It
completely transforms the way they read." Some teachers stated that students are more proactive
in searching for texts on their own, without the restrictions that the classroom can sometimes
impose. However, certain non-beneficial challenges were also addressed. The interviews revealed
a consistent concern about the lack of effective use of these tools in teaching, as well as the lack
of technological support in some public schools.
technologies not only capture students' attention but, more importantly, enhance their reading
comprehension. This is a noteworthy point, considering that understanding texts is one of the
central challenges in English teaching. The majority of respondents acknowledged that
incorporating reading applications, digital texts, and multimedia materials has had a visible
impact on how their students acquire vocabulary and improve their reading fluency. In fact, over
85% stated that these tools have contributed to students becoming more interested in English and
actively engaging with reading activities.
Delving deeper into the teachers' experiences, a clear trend related to their years of service
was found. Teachers with more than five years of experience reported a greater utilization of
digital resources. These educators noted that technological platforms offer a flexibility that is not
always achievable with traditional methods. Thanks to these tools, they can tailor lessons to meet
the diverse needs and levels of students within the same group. This capacity for personalization
is crucial for achieving effective and satisfying learning for all.
However, not everything is a smooth path. A small number, approximately 15% of
participants, acknowledged that there are limitations that hinder the full use of these technologies.
Some pointed out that a lack of adequate training, along with limited access to devices or
insufficient institutional infrastructure, constitutes significant barriers. Nevertheless, despite these
challenges, the majority agrees that digital tools are a valuable complement to traditional teaching
methods and that, when used correctly, they can significantly enhance learning.
Therefore, these quantitative data suggest a clear consensus among professionals:
educational technology, when integrated appropriately, does not replace traditional teaching
methods but rather enriches them, helping to make English reading classes more dynamic,
motivating, and tailored to the needs of each student.
Qualitative results
In interviews with a group of English teachers, the current importance of using digital tools
was discussed, complementing the quantitative findings of the study. Several teachers agreed that
these digital tools allow for better adaptation of content to students' interests and levels,
contributing to a more satisfying reading experience. These teachers stated that the use of online
platforms enabled more extensive reading and encouraged the production of inferences that were
previously impossible to address in lectures. One teacher stated: "With digital texts, students can
underline main ideas, answer questions interactively, and access dictionaries in real time. It
completely transforms the way they read." Some teachers stated that students are more proactive
in searching for texts on their own, without the restrictions that the classroom can sometimes
impose. However, certain non-beneficial challenges were also addressed. The interviews revealed
a consistent concern about the lack of effective use of these tools in teaching, as well as the lack
of technological support in some public schools.
Vol. 12/ Núm. 2 2025 pág. 1884
The semi-structured interviews conducted for this research provided an essential
complement to the numerical data, as they allowed for firsthand knowledge of the personal
experiences and strategies that teachers use with digital tools in their reading classes. Through
their narratives, it was possible to identify common patterns that enrich the understanding of the
impact technology has in the classroom.
One of the themes that stood out most strongly was the increase in student motivation.
Teachers noted that when they incorporate educational applications, online articles, videos, or
collaborative tools like Google Docs, they observe a significant change in how students engage
with reading. It is not just about making the class more attractive, but about transforming the very
experience of learning into something more accessible and enjoyable. For instance, one teacher
mentioned that she uses interactive storytelling apps that not only facilitate comprehension but
also encourage her students to read outside of school, something that did not happen with
traditional methods.
Additionally, several teachers linked the use of visual resources, such as infographics and
videos accompanying texts, to improvements in the understanding of students with lower
proficiency levels. These materials help students keep up with the content and feel less lost or
frustrated, contributing to their continued involvement in reading activities.
Another important aspect highlighted was the significance of student-centered teaching,
leveraging the possibilities offered by digital technologies. Teachers shared that they allow their
students to choose texts from digital libraries or participate in online reading forums. This freedom
generates a sense of responsibility and autonomy in students regarding their learning, which is
fundamental for their development as active learners. In the words of one participant: "When
students have the opportunity to explore digital content at their own pace, they feel more confident
and motivated to continue learning English."
The idea of professional growth through digital integration also emerged strongly. Many
educators acknowledged that the use of digital tools has pushed them to innovate their teaching
practices, seek continuous training, and collaborate with colleagues to share resources and
strategies. However, they also expressed a need for more institutional support and ongoing teacher
training programs to maximize the benefits of educational technology.
Despite the challenges, the overall tone of the interviews was clearly positive. Teachers
firmly believe that technology, when used intentionally and knowledgeably, does not replace
traditional teaching but rather complements and enriches it. This way, they make reading activities
more personalized, engaging, and effective for students with different levels and learning styles.
The semi-structured interviews conducted for this research provided an essential
complement to the numerical data, as they allowed for firsthand knowledge of the personal
experiences and strategies that teachers use with digital tools in their reading classes. Through
their narratives, it was possible to identify common patterns that enrich the understanding of the
impact technology has in the classroom.
One of the themes that stood out most strongly was the increase in student motivation.
Teachers noted that when they incorporate educational applications, online articles, videos, or
collaborative tools like Google Docs, they observe a significant change in how students engage
with reading. It is not just about making the class more attractive, but about transforming the very
experience of learning into something more accessible and enjoyable. For instance, one teacher
mentioned that she uses interactive storytelling apps that not only facilitate comprehension but
also encourage her students to read outside of school, something that did not happen with
traditional methods.
Additionally, several teachers linked the use of visual resources, such as infographics and
videos accompanying texts, to improvements in the understanding of students with lower
proficiency levels. These materials help students keep up with the content and feel less lost or
frustrated, contributing to their continued involvement in reading activities.
Another important aspect highlighted was the significance of student-centered teaching,
leveraging the possibilities offered by digital technologies. Teachers shared that they allow their
students to choose texts from digital libraries or participate in online reading forums. This freedom
generates a sense of responsibility and autonomy in students regarding their learning, which is
fundamental for their development as active learners. In the words of one participant: "When
students have the opportunity to explore digital content at their own pace, they feel more confident
and motivated to continue learning English."
The idea of professional growth through digital integration also emerged strongly. Many
educators acknowledged that the use of digital tools has pushed them to innovate their teaching
practices, seek continuous training, and collaborate with colleagues to share resources and
strategies. However, they also expressed a need for more institutional support and ongoing teacher
training programs to maximize the benefits of educational technology.
Despite the challenges, the overall tone of the interviews was clearly positive. Teachers
firmly believe that technology, when used intentionally and knowledgeably, does not replace
traditional teaching but rather complements and enriches it. This way, they make reading activities
more personalized, engaging, and effective for students with different levels and learning styles.
Vol. 12/ Núm. 2 2025 pág. 1885
CONCLUSIONS
This research shows that, from the perspective of English as a Foreign Language (EFL)
teachers in Ecuadorian public institutions, the use of digital tools for teaching reading in English
has a predominantly positive impact.
The results reveal that a large majority of teachers experience significant improvements in
students' reading comprehension, as well as greater interactivity and effectiveness compared to
other traditional methods. Furthermore, a high percentage highlight the pedagogical value of
interactive resources and audiobooks for developing basic language skills. In this study it was
generally found an increase in student motivation when incorporating multimedia elements.
These findings were supported by interviews results, which highlight how digital tools
allow content to be adapted to students' interests and levels, fostering a more dynamic,
autonomous, and enriching reading experience. Digital platforms facilitate processes such as
inference, immediate access to linguistic resources, and direct interaction with texts, which
profoundly transforms the reading process.
However, significant limitations were also identified, particularly related to technical
difficulties, connectivity issues, and a lack of institutional support, primarily affecting rural areas
or disadvantaged socioeconomic backgrounds. Likewise, some teachers expressed concern about
the unstrategic use of these tools in daily practice, which limits their educational potential.
Overall, the results suggest that, although the use of digital tools represents a significant
advance in the teaching of reading in English, their optimal use depends on adequate technological
conditions, continuous teacher training and educational policies that promote their effective
integration in the classroom.
Recommendations
In this section we can analyze that the study developed before the perspectives of teachers
of English as a foreign language in the teaching of reading in Ecuador show the positive impact
of digital tools as they are more effective in teaching and learning, these are significantly in
reading comprehension, vocabulary development and the most important that was found was the
motivation that awakens students to learn more easily and concretely.
Knowing the reality of the environment of teachers in secondary schools is a challenge to
reach the use of these tools in its entirety; since, for reasons of not having a majority of students
with access to technology awakens the need to seek the implementation of these resources with
different managements to achieve learning more effectively, this is a challenge that today commits
most of the students to continue in the work of teaching with new techniques and modern methods
adapted to the new era.
To conclude before this recommendation would point out that teachers seek institutional
support for the professional development of our new generations, and encourage autonomy, active
CONCLUSIONS
This research shows that, from the perspective of English as a Foreign Language (EFL)
teachers in Ecuadorian public institutions, the use of digital tools for teaching reading in English
has a predominantly positive impact.
The results reveal that a large majority of teachers experience significant improvements in
students' reading comprehension, as well as greater interactivity and effectiveness compared to
other traditional methods. Furthermore, a high percentage highlight the pedagogical value of
interactive resources and audiobooks for developing basic language skills. In this study it was
generally found an increase in student motivation when incorporating multimedia elements.
These findings were supported by interviews results, which highlight how digital tools
allow content to be adapted to students' interests and levels, fostering a more dynamic,
autonomous, and enriching reading experience. Digital platforms facilitate processes such as
inference, immediate access to linguistic resources, and direct interaction with texts, which
profoundly transforms the reading process.
However, significant limitations were also identified, particularly related to technical
difficulties, connectivity issues, and a lack of institutional support, primarily affecting rural areas
or disadvantaged socioeconomic backgrounds. Likewise, some teachers expressed concern about
the unstrategic use of these tools in daily practice, which limits their educational potential.
Overall, the results suggest that, although the use of digital tools represents a significant
advance in the teaching of reading in English, their optimal use depends on adequate technological
conditions, continuous teacher training and educational policies that promote their effective
integration in the classroom.
Recommendations
In this section we can analyze that the study developed before the perspectives of teachers
of English as a foreign language in the teaching of reading in Ecuador show the positive impact
of digital tools as they are more effective in teaching and learning, these are significantly in
reading comprehension, vocabulary development and the most important that was found was the
motivation that awakens students to learn more easily and concretely.
Knowing the reality of the environment of teachers in secondary schools is a challenge to
reach the use of these tools in its entirety; since, for reasons of not having a majority of students
with access to technology awakens the need to seek the implementation of these resources with
different managements to achieve learning more effectively, this is a challenge that today commits
most of the students to continue in the work of teaching with new techniques and modern methods
adapted to the new era.
To conclude before this recommendation would point out that teachers seek institutional
support for the professional development of our new generations, and encourage autonomy, active
Vol. 12/ Núm. 2 2025 pág. 1886
participation, transforming the experience of a traditional reading to one with interactive and
attractive digital environments, considering the value of these techniques to improve the quality
of learning in a student takes advantage of.
Teaching with love and patience is what characterizes a teacher who strives to achieve his
goals, which are to prepare young people with the ability to develop in their future professional
life demonstrating their learning in a timely manner to society, since we are in a millennium of
challenges in which we go hand in hand with technology and adapt it to the teachings we will
achieve a modern and timely education.
participation, transforming the experience of a traditional reading to one with interactive and
attractive digital environments, considering the value of these techniques to improve the quality
of learning in a student takes advantage of.
Teaching with love and patience is what characterizes a teacher who strives to achieve his
goals, which are to prepare young people with the ability to develop in their future professional
life demonstrating their learning in a timely manner to society, since we are in a millennium of
challenges in which we go hand in hand with technology and adapt it to the teachings we will
achieve a modern and timely education.
Vol. 12/ Núm. 2 2025 pág. 1887
REFERENCES
Amin, E. A. R. (2022). Using Repeated-Reading and Listening-While-Reading via Text-to-
Speech Apps in Developing Fluency and Comprehension. Online Submission, 12(1), 211-
220.
Araujo, A. J. (2023). The implementation of using text to speech application to increase the autism
students’ English reading skill. En 21st Century Language Development: An Evaluation of
Technology-Based Applications in English Language Classroom in Indonesia (pp. 131-
145).
Bacaller, S. (2021). Academic Integrity and Audiobooks: Exploring the transposition of
referencing materials. Logos, 32(2), 34-42.
Bátiz, L. F., Palmeiro-Silva, Y. K., Rice, G. E., Monteiro, L. J., Galaburda, A. M., Romero, R., ...
& Illanes, S. E. (2021). Maternal exposure to a high-magnitude earthquake during
pregnancy influences pre-reading skills in early childhood. Scientific reports, 11(1), 9244.
Cockerill, M., Thurston, A., & O'Keeffe, J. (2023). Using fluency and comprehension instruction
with struggling readers to improve student reading outcomes in English elementary
schools. International Journal of Educational Research Open, 5, 100264.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating
advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.
Essex, M. A. (2023). Comparing Reading, Reading-While-Listening, and Listening
Comprehension. Temple University.
Fatmawan, A. R., Dewi, N. P. A., & Hita, I. P. A. D. (2023). Skimming and scanning technique:
is it effective for improving indonesian students’reading comprehension?. Edusaintek:
Jurnal Pendidikan, Sains Dan Teknologi, 10(3), 1181-1198.
Garcés, A. (2021). EFL Education-oriented reading and speaking skills through critical thinking:
a theoretical basis for the degrees in education. EDU REVIEW. International Education
and Learning Review/Revista Internacional de Educación y Aprendizaje, 9(4), 387-398.
Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Do young readers benefit from listening-while-
reading? Reading and Writing, 34(1), 1-23.
Hui, B. (2024). Scaffolding comprehension with reading while listening and the role of reading
speed and text complexity. The Modern Language Journal, 108(1), 183-200.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices.
Journal of Educational Psychology, 95(1), 3-21.
Makebo, T. H., Bachore, M. M., & Ayele, Z. A. (2022). Investigating the Correlation Between
Students' Reading Fluency and Comprehension. Journal of Language Teaching &
Research, 13(2).
REFERENCES
Amin, E. A. R. (2022). Using Repeated-Reading and Listening-While-Reading via Text-to-
Speech Apps in Developing Fluency and Comprehension. Online Submission, 12(1), 211-
220.
Araujo, A. J. (2023). The implementation of using text to speech application to increase the autism
students’ English reading skill. En 21st Century Language Development: An Evaluation of
Technology-Based Applications in English Language Classroom in Indonesia (pp. 131-
145).
Bacaller, S. (2021). Academic Integrity and Audiobooks: Exploring the transposition of
referencing materials. Logos, 32(2), 34-42.
Bátiz, L. F., Palmeiro-Silva, Y. K., Rice, G. E., Monteiro, L. J., Galaburda, A. M., Romero, R., ...
& Illanes, S. E. (2021). Maternal exposure to a high-magnitude earthquake during
pregnancy influences pre-reading skills in early childhood. Scientific reports, 11(1), 9244.
Cockerill, M., Thurston, A., & O'Keeffe, J. (2023). Using fluency and comprehension instruction
with struggling readers to improve student reading outcomes in English elementary
schools. International Journal of Educational Research Open, 5, 100264.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating
advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.
Essex, M. A. (2023). Comparing Reading, Reading-While-Listening, and Listening
Comprehension. Temple University.
Fatmawan, A. R., Dewi, N. P. A., & Hita, I. P. A. D. (2023). Skimming and scanning technique:
is it effective for improving indonesian students’reading comprehension?. Edusaintek:
Jurnal Pendidikan, Sains Dan Teknologi, 10(3), 1181-1198.
Garcés, A. (2021). EFL Education-oriented reading and speaking skills through critical thinking:
a theoretical basis for the degrees in education. EDU REVIEW. International Education
and Learning Review/Revista Internacional de Educación y Aprendizaje, 9(4), 387-398.
Gonzalez-Frey, S. M., & Ehri, L. C. (2021). Do young readers benefit from listening-while-
reading? Reading and Writing, 34(1), 1-23.
Hui, B. (2024). Scaffolding comprehension with reading while listening and the role of reading
speed and text complexity. The Modern Language Journal, 108(1), 183-200.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices.
Journal of Educational Psychology, 95(1), 3-21.
Makebo, T. H., Bachore, M. M., & Ayele, Z. A. (2022). Investigating the Correlation Between
Students' Reading Fluency and Comprehension. Journal of Language Teaching &
Research, 13(2).
Vol. 12/ Núm. 2 2025 pág. 1888
Maki, K. E., & Hammerschmidt-Snidarich, S. (2022). Reading fluency intervention dosage: A
novel meta-analysis and research synthesis. Journal of school psychology, 92, 148-165.
Sari, N. (2024). The role of technology in facilitating EFL learning: A case study approach.
Journal of Education Research, 5(3). Retrieved from:
https://jer.or.id/index.php/jer/article/view/1601
Zhang, Z. (2024). Revolutionizing Education: The Transformative Power of Educational
Technology in Online Learning (Issue Hwesm). Atlantis Press SARL.
https://doi.org/10.2991/978-2-38476-253-8_62
Maki, K. E., & Hammerschmidt-Snidarich, S. (2022). Reading fluency intervention dosage: A
novel meta-analysis and research synthesis. Journal of school psychology, 92, 148-165.
Sari, N. (2024). The role of technology in facilitating EFL learning: A case study approach.
Journal of Education Research, 5(3). Retrieved from:
https://jer.or.id/index.php/jer/article/view/1601
Zhang, Z. (2024). Revolutionizing Education: The Transformative Power of Educational
Technology in Online Learning (Issue Hwesm). Atlantis Press SARL.
https://doi.org/10.2991/978-2-38476-253-8_62