WEB-BASED READING INSTRUCTION FOR EFL LEARNERS CONCEPTUAL AND FIELD SYNTHESIS

, Farhatus Sholehah (2025) WEB-BASED READING INSTRUCTION FOR EFL LEARNERS CONCEPTUAL AND FIELD SYNTHESIS. Bachelor thesis, S1 - Tadris Bahasa Inggris.

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Abstract

The advancement of digital technology has transformed English language learning, especially in reading instruction for EFL learners. Web-based reading instruction offers flexibility, accessibility, and diverse resources that promote learner autonomy and engagement. However, many lecturers and students still encounter obstacles such as unstable internet access, limited digital literacy, and fluctuating motivation. Therefore, this study investigates how web-based reading instruction is perceived and implemented in the EFL context at UIN Siber Syekh Nurjati Cirebon. The research aims to analyze (1) students’ and lecturers’ perceptions of web-based learning implementation, (2) the obstacles faced by both lecturers and students and the possible solutions, and (3) the impacts of web-based learning on students’ experiences, skills, and learning outcomes. This study employed a qualitative descriptive design using a conceptual and field synthesis approach. Data were collected through questionnaires and semi-structured interviews involving third-semester EFL students and one lecturer from the Web Based Reading Instruction course. Thematic analysis was used to identify essential patterns related to perceptions, obstacles, and outcomes. The findings indicate that both students and lecturers generally have positive perceptions of web-based reading instruction due to its flexibility and accessibility. Nonetheless, several obstacles were identified, including unstable internet connection, uneven digital literacy, and limited institutional support. Despite these issues, web-based learning improved students’ reading comprehension, digital literacy, learning autonomy, and motivation when supported by clear guidance and interactive pedagogical design. Overall, web-based reading instruction effectively enhances EFL learners’ engagement and learning outcomes when technological, pedagogical, and motivational factors are well integrated

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Item Type:	Thesis (Bachelor)
Subjects:	Pendidikan > Pendidikan (Umum)
Divisions:	Fakultas Ilmu Tarbiyah dan Keguruan > 3. Tadris Bahasa Inggris
Depositing User:	Eka Cahya Nugraha
Date Deposited:	10 Apr 2026 08:16
Last Modified:	10 Apr 2026 08:16
URI:	http://repository.syekhnurjati.ac.id/id/eprint/17755

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