Technology-Integrated Pedagogy for Developing Critical Reading Skills among EFL Learners in Indonesian Universities

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Abstract
This study examined the effectiveness of technology-integrated instruction in enhancing EFL students’ critical reading skills within an Indonesian university context. Grounded in concerns about students’ limited critical literacy and the growing emphasis on digital learning in higher education, the research aimed to identify how technology-supported activities could improve students’ ability to analyze arguments, evaluate evidence, and construct informed interpretations of academic texts. Using a qualitative design, the study involved university students engaged in a technology-enhanced reading module that incorporated digital annotation tools, multimedia explanations, and guided online discussions. Data were collected through classroom observations, student reflections, and semi-structured interviews, and analyzed thematically to capture recurring patterns of learning behavior and student perceptions. The findings indicated that technology-integrated instruction provided meaningful scaffolding that fostered deeper engagement with texts and promoted higher-order thinking. Students reported increased motivation and clarity in understanding complex materials when supported by interactive features. However, the results also revealed that some learners required additional time and pedagogical guidance to fully utilize digital tools. Overall, the study contributes to the growing body of research on technology-enhanced literacy by demonstrating the potential of digital platforms to strengthen critical reading skills in EFL settings. The implications suggest the need for intentional instructional design and ongoing digital literacy support to maximize the benefits of technology integration in reading instruction.

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