BEYOND THE TEXTBOOK: EXPLORING THE EFFECTS OF MOZABOOK'S 3D SCENES ON READING INSTRUCTION IN THE EFL CLASSROOM

Developing reading skills has always been regarded as a foundation of both academic achievement and personal growth. However, with the advancement of technology, there has been a change in the way people engage with information – it is frequently perceived visually and audibly rather than through written texts. Young people’s reading and learning habits have changed and they often consider studying from traditional paper textbooks as something old-fashioned and boring. Therefore, teachers should meaningfully integrate digital resources and interactive technologies in lessons in order to engage their students’ attention and to equip them with the necessary literacy and digital literacy skills. This study explores the potential of 3D scenes as a tool for enhancing reading skills and language comprehension in English as a Foreign Language (EFL) classrooms. Conducted with 8th-grade students (A2-B1 proficiency level), the research integrates interactive 3D scenes, such as a virtual exploration of Stonehenge, into reading-focused lessons. The methodology combines immersive technology with traditional reading tasks, encouraging engagement and contextual understanding. Data collected through a questionnaire reveal students' attitudes toward 3D-enhanced learning, highlighting its benefits in vocabulary acquisition, contextual comprehension, and overall motivation. Findings suggest that 3D scenes create an immersive learning environment that bridges visual and textual content, offering a dynamic approach to language education.