ENHANCING DIGITAL LITERACY THROUGH KWL (Know-Want to Know-Learn) METHOD: INSIGHTS FROM EFL STUDENT REFLECTIONS

Rosalinda Ayuning Widodo, Dzurriyyatun Ni'mah, Diah Retno Widowati

Abstract


Abstract: Digital reading has become an important part of English language learning in higher education. However, many EFL university students still experience difficulties in understanding digital texts, organizing ideas, and reflecting on what they have read. The KWL (Know–Want to Know–Learned) strategy is considered a useful approach that helps students become more active and reflective during reading. This study aimed to explore EFL university students' experiences of using the KWL strategy during digital interpretative reading activities and the challenges they encountered while applying it. A qualitative phenomenological approach was employed to understand students' lived experiences. The participants were three undergraduate students enrolled in an Interpretative Reading course. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings showed that the KWL strategy helped students activate prior knowledge, organize ideas, set reading goals, and reflect on their understanding after reading digital texts. The strategy also encouraged active participation, critical thinking, and greater confidence during the reading process. However, participants experienced challenges in generating meaningful questions, understanding unfamiliar vocabulary, and maintaining concentration while reading long digital texts. Overall, the study suggests that the KWL strategy supports reflective learning and helps EFL students develop more meaningful digital reading experiences.

Keywords: KWL Strategy, Digital Interpretative Reading, Digital Literacy, Reflective Learning, EFL Students.


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