Digital Reading Strategies and EFL Students’ Reading Comprehension in Digital Classrooms: The Mediating Roles of Self-Efficacy and Motivation
Abstract
With the rapid integration of digital technologies into higher education, EFL learners’ reading practices have undergone profound transformations. This study investigates the relationship between digital reading strategies (cognitive, metacognitive, digital navigation) and reading comprehension (literal, inferential, evaluative) among 508 undergraduate EFL students in Shijiazhuang, China, with self-efficacy and motivation as mediators. A mixed-methods design was adopted, combining Partial Least Squares Structural Equation Modeling (PLS-SEM) for quantitative data and thematic analysis for qualitative interview data. Quantitative results revealed that digital reading strategies had a significant direct effect on reading comprehension (β=0.277, p
Fields of Study & Subjects
EFL/ESL Teaching and Learning
English Language Learning and Teaching
Educational Strategies and Epistemologies
Publication details
- Journal / source
- Journal of Educational Research and Policies
- Volume
- 8
- Issue
- 2
- Pages
- 84–88
- Publication date
- 25 February 2026
- Language
- EN