Reading Beyond the Textbook through Epic!
A Digital Platform to Engage EFL Learners
DOI:
https://doi.org/10.56910/jispendiora.v5i1.3547Keywords:
digital reading, EFL learners, Epic, mobile-assisted language learning, reading engagementAbstract
This study explores the use of Epic!, a digital reading platform, as a medium to promote student engagement in English as a Foreign Language (EFL) classrooms. Implemented through two cycles of Classroom Action Research (CAR), the study examined how digital reading activities could improve students’ behavioral, emotional, and cognitive engagement. Data were collected through classroom observations, interviews, and document analysis, then analyzed thematically to trace changes across the learning cycles. The findings indicate that Epic! created a more dynamic and participatory learning atmosphere, encouraging students to take a more active role in reading. In the first cycle, learners displayed enthusiasm but depended largely on teacher direction. By the second cycle, they demonstrated stronger autonomy, confidence, and reflection in their reading practices. Although technical challenges such as internet instability and limited device access were encountered, the platform effectively fostered motivation and sustained participation. The study concludes that Epic!serves as an engaging and practical digital resource that promotes meaningful, independent, and enjoyable reading experiences for EFL learners.
References
Afflerbach, P., Cho, B. Y., Kim, J. Y., Crassas, M. E., & Doyle, B. (2020). How reading comprehension is achieved: The contributions of decoding, vocabulary, knowledge, and strategies. Reading Research Quarterly, 55(S1), S1–S26.
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20.
Castek, J., & Beach, R. (2023). Fostering digital literacies through multimodal composition. Language and Literacy, 25(1), 1–17. https://doi.org/10.20360/langlit.2023.25.1
Chen, X., Zhao, J., & de Jong, M. T. (2019). Reading for pleasure and reading strategies in digital environments. Computers & Education, 141, 103617.
Choi, J., & Yi, Y. (2022). EFL learners’ reading engagement in digital environments: The role of multimodal input. Language Learning & Technology, 26(2), 45–66.
Commonsense Education. (2025). Epic! App review. Common Sense Media.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Epic. (n.d.). Epic! Reading for kids. https://www.getepic.com
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Ghanizadeh, A., & Jahedizadeh, S. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Thinking Skills and Creativity, 25, 19–30.
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (2nd ed.). Routledge.
Grabe, W., & Stoller, F. L. (2018). Teaching and researching reading (3rd ed.). Routledge.
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601–634). Springer.
Huang, Y. M., Liang, T. H., Su, Y. N., & Chen, N. S. (2022). Empowering EFL learners through mobile-assisted reading: Personalized approaches and adaptive content. Educational Technology Research and Development, 70, 1085–1105.
Hwang, G. J., & Fu, Q. K. (2020). Advancements and trends in digital learning and mobile-assisted language learning: A review of recent literature. Educational Technology & Society, 23(4), 1–15.
Kukulska-Hulme, A. (2020). Mobile-assisted language learning [MALL]: A critical overview. Language Teaching, 53(2), 179–196.
Lau, K. L. (2019). Understanding EFL students’ motivation in reading: The role of goal orientation and task value. System, 80, 20–30.
Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2019). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 54(3), 299–339.
Lin, C. H., & Lan, Y. J. (2019). Language learning in mobile environments: A review of MALL research. Educational Technology Research and Development, 67, 1345–1367.
Liu, F., & Zhang, D. (2021). Exploring multimodal reading comprehension among EFL learners in digital environments. Computer Assisted Language Learning, 34(1–2), 125–144.
Naumann, J. (2021). Digital reading: The role of navigation, evaluation, and integration processes. Frontiers in Psychology, 12, 630305.
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Organisation for Economic Co-operation and Development. (2020). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
Pasaribu, T. A. (2020). Digital literacy in language learning: Promoting autonomy through online reading. TESOL Journal, 11(4), e00550.
Rahmawati, I., & Hastuti, S. (2021). Encouraging students’ reading motivation through interactive reading materials. Journal of English Language Teaching and Learning, 12(1), 55–70.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Schaffner, E., & Schiefele, U. (2021). The interplay between reading motivation and reading engagement: Longitudinal perspectives. Contemporary Educational Psychology, 66, 101992.
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.
Sjölander, A. (2021). Digital reading in EFL classrooms: A case study of motivation and engagement. International Journal of Applied Linguistics and English Literature, 10(2), 78–85.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2022). A motivational perspective on engagement and disaffection. Educational Psychologist, 57(2), 115–132.
Teng, F. (2022). Autonomy, engagement, and reading comprehension among EFL learners: The mediating role of motivation. System, 106, 102770.
Walsh, M. (2016). The multimodal literacy landscape: Understanding digital texts and practices in education. Australian Journal of Language and Literacy, 39(1), 33–45.
Yuliana, N., & Yuwono, G. (2020). Revisiting the use of textbooks in EFL classrooms: Teachers’ perceptions and practices. Asian EFL Journal, 24(4.2), 54–73.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
