ABSTRACT
This study explored the experiences of English teachers in using digital reading materials to enhance learners’ vocabulary skills and reading engagement. The results of the study revealed that, for vocabulary skills, three themes emerged, including customization and contextualization of reading materials, improvement of learners’ interactive vocabulary skills, and easy access to e-books, online dictionaries, and games. For reading engagement, the identified themes were making reading more interactive and easier, increasing learners’ motivation, and developing comprehension and retention. However, challenges such as online distractions, limited digital literacy, technology-related difficulties, and reduced focus on lengthy texts were also encountered. Based on these findings, an enhancement program was proposed. The study concluded that, with proper guidance and implementation, digital reading materials can effectively support vocabulary development, strengthen reading engagement, and improve overall reading performance.
Keywords: Experiences, Digital Reading Materials, Learners’ Vocabulary, Reading Engagement, Enhancement Program
INTRODUCTION
In the Philippine educational system, the integration of digital reading materials into classroom instruction had been recognized as a promising approach to enhance students’ vocabulary and reading engagement. Digital resources such as e-books, interactive reading platforms, and online vocabulary applications offered opportunities for more dynamic, visually engaging, and interactive learning experiences compared to printed materials. They also allowed teachers to access a wider variety of content that could be tailored to diverse learning needs and reading levels. However, despite these advantages, the effective adoption of digital reading materials remained a significant challenge for many English teachers, particularly in public and under-resourced schools.
Several studies highlighted persistent barriers to digital integration in the classroom. Limited access to computers, tablets, and other digital devices, unstable or slow internet connectivity, and insufficient technical support were among the most common obstacles (Tengler et al., 2022; Lucero et al., 2022). Teacher readiness was also considered a critical factor; Lee (2022) emphasized that without proper training in digital pedagogy, teachers struggled to maximize the potential of these tools. Brown and Williams (2023) noted that the educational environment, including institutional support and infrastructure, played a decisive role in determining how effectively digital materials were used. In the Philippine context, research by Cruz and Garcia (2022) indicated that while digital reading tools were becoming more available, their actual classroom application remained inconsistent due to these ongoing constraints.
In the specific school setting where this study was conducted, English teachers reported frequent difficulties in using digital reading materials effectively. Efforts to incorporate e-books, online reading exercises, and vocabulary-building games were often limited by insufficient device availability, unreliable internet access, and a lack of specialized training in digital instructional strategies. These experiences directly impacted the consistency and quality of vocabulary development activities, as well as students’ engagement in reading. Moreover, the digital divide persisted—students who lacked access to devices or internet connections at home were placed at a disadvantage, which further widened learning gaps.
Given these recurring issues, there was a pressing need to investigate the experiences faced by English teachers in integrating digital reading materials into their teaching practices. Gaining an understanding of these lived experiences offered important insights that guided the development of an enhancement program aimed at addressing technological, pedagogical, and resource-related challenges. Such a program aimed to empower teachers with the strategies, tools, and confidence necessary to effectively utilize digital reading resources for improving vocabulary acquisition and fostering sustained reading engagement among learners.
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