Enhancing EFL Reading Instruction with Digital Tools: Effects on Comprehension, Vocabulary, and Engagement

This study examines the effects of digital reading tools on reading comprehension, vocabulary acquisition, and engagement among 59 pre-intermediate EFL students at Kabul University, Afghanistan. Using a mixed-methods design, participants were split into a digital reading group (n = 35) using e-books and platforms like Google Classroom, and a traditional reading group (n = 24) using print materials, for over twelve weeks. Pre- and post-tests and a reading engagement questionnaire showed the digital group outperformed the traditional group in comprehension and vocabulary, with greater engagement across cognitive, emotional, and behavioral dimensions. Interviews with 10 students revealed digital tools’ benefits, like instant definitions and multimedia, though technical issues such as slow loading were noted. The traditional group valued print’s stability but found it less engaging. The study suggests digital tools enhance EFL reading and motivation when implemented thoughtfully, offering practical guidance for educators.