Online Directed Activities Related to Texts (DARTs) for EFL Reading Comprehension in the University Context

There is evidence that students who struggle with reading comprehension in their first language tend to struggle with reading comprehension in English as a foreign language (EFL) as well. To avoid failure in EFL reading, it is critical to prepare effective lesson plans that assist students in developing their reading skills. A suitable strategy may help them progress in their reading mastery. Considering that the current students often are technology and internet savvy, this research aims to determine the effect of online Directed Activities Related to Texts (DARTs) on the EFL reading skills of students at a private university in Indonesia. This study is a quasi-experimental design with one group pre-test and post-test. This study included 44 university students from the architecture department. Their ages ranged from 18 to 20. The research results were analyzed using an independent t-test. The main finding of the current study was that the DARTs strategy affected EFL reading comprehension. However, the online platform appeared to have been ineffective because the university system did not adequately support it. To reduce the risks of failure, incorporating online learning and learning strategies into classes is recommended using a detailed plan that considers all contingencies.