Dedi Rahman Nur (1), Abdul Rohman (2), Godefridus Bali Geroda (3), Widi Syahtia Pane (4), Dzul Rachman (5), Indah Farma Pasaribu (6), Yasmin Auliasari (7), Maria Goretti Adella Kornelia Yulianti Hiping (8), Annisa Rohmah (9)
General Background: In English as a Foreign Language (EFL) education, critical reading is a core competency for developing higher-order thinking, yet many classrooms, particularly in East Kalimantan, still rely on outdated, passive methods. Specific Background: While multimedia and interactive tools offer potential for enhancing engagement, their integration into EFL critical reading remains inconsistent and often misaligned with learning goals. Knowledge Gap: Limited empirical studies apply the Triple E Framework—Engage, Enhance, Extend—in under-resourced, culturally diverse, and large EFL classrooms to specifically foster critical reading skills. Aims: This study investigates how multimedia and interactive tools, guided by the Triple E Framework, influence engagement, comprehension, and motivation in EFL critical reading. Results: Using a mixed-methods approach with 32 students, findings show that over half of the observed lecturers achieved an “exceptional connection” between learning goals and technology use, leading to improved focus, comprehension, and extended learning beyond class. Novelty: This research offers empirical validation of the Triple E Framework in large, diverse EFL contexts, linking teacher digital literacy to effective critical reading instruction. Implications: Results highlight the need for targeted professional development to equip educators with the skills to integrate technology purposefully, ultimately enhancing students’ readiness for academic and global communication.
Highlights:
Empirical validation of Triple E Framework in large, diverse EFL classrooms.
Teacher digital literacy as a key factor for effective technology integration.
Multimedia tools boost engagement, comprehension, and learning extension.
Keywords: Triple E Framework, EFL, Critical Reading, Multimedia Tools, Student Engagement
M. Yunus and M. F. Ubaidillah, “EFL Teacher Educators’ Experiences in Teaching Critical Reading: Evidence from Indonesia,” Journal of English as a Foreign Language, vol. 11, no. 2, pp. 422–441, 2021, doi: 10.23971/jefl.v11i2.3133.
J. Vanek, “Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers,” Adult Literacy Education, vol. 4, no. 1, pp. 43–49, 2022, doi: 10.35847/jvanek.4.1.43.
T. A. Hezam, J. K. M. Ali, S. Imtiaz, M. A. Saifi, and M. R. Islam, “Challenges and Problems of Reading Comprehension Experienced by EFL Learners,” Journal of English Studies Arabian Felix, vol. 1, no. 2, pp. 11–21, 2022, doi: 10.56540/jesaf.v1i2.28.
H. Khan, R. Gul, and M. Zeb, “The Effect of Students’ Cognitive and Emotional Engagement on Students’ Academic Success and Academic Productivity,” Journal of Social Science Review, vol. 3, no. 1, pp. 322–334, 2023, doi: 10.54183/jssr.v3i1.141.
I. Amzil, S. Aammou, and T. Zakaria, “Enhance Students’ Learning by Providing Personalized Study Pathways,” Conhecimento & Diversidade, vol. 15, no. 39, pp. 83–93, 2023, doi: 10.18316/rcd.v15i39.11130.
R. P.-Y. Lai, “Harnessing Pedagogical Innovation and Educational Technology to Revolutionize STEM Beyond the Classroom: Future Directions,” STEM Education Review, vol. 1, no. 12, pp. 1–6, 2023, doi: 10.54844/stemer.2023.0460.
F. Spathopoulou and K. M. Pitychoutis, “Teachers’ Attitudes on Gamification: The Greek EFL Context,” International Journal of Educational Practice, vol. 12, no. 2, pp. 163–176, 2024, doi: 10.18488/61.v12i2.3630.
D. F. Heriyawati, A. Zuhairi, F. A. Sholihah, and M. F. Ubaidillah, “Integrating Interactive Digital Media into Problem-Based Learning in EFL Reading: An Investigation on EFL Teacher Educators’ Experiences,” XLinguae, vol. 17, no. 4, pp. 35–46, 2024, doi: 10.18355/XL.2024.17.04.03.
K. Kabri and B. Budiyanto, “The Role of Synchronous and Asynchronous Multimedia in EFL Listening Comprehension,” NextGen Education Review Journal, vol. 1, no. 2, pp. 44–53, 2023, doi: 10.58660/nextgen.v1i2.39.
M. Hasanova, “The Effect of Discussion Activities on the Development of Students’ Fluency,” Asian Journal of Humanities, Education and Learning, vol. 1, no. 1, pp. 168–172, 2024, doi: 10.69760/aghel.024062.
J. K. Turk, “Literature Circles Promote Accountability and Student Engagement with Assigned Reading in a Soil Science Class,” Natural Sciences Education, vol. 52, no. 1, pp. 1–13, 2023, doi: 10.1002/nse2.20103.
B. Chaves-Yuste and C. de-la Peña, “Podcasts’ Effects on the EFL Classroom: A Socially Relevant Intervention,” Smart Learning Environments, vol. 10, no. 1, pp. 1–18, 2023, doi: 10.1186/s40561-023-00241-1.
Y. N. Siwa and Y. Basthomi, “Students’ Optimal Engagement in EFL Large Classes: A Qualitative Phenomenological Study in East Nusa Tenggara,” The Qualitative Report, vol. 28, no. 12, pp. 3572–3591, 2023, doi: 10.46743/2160-3715/2023.6073.
M. Bond, “Schools and Emergency Remote Education During the COVID-19 Pandemic: A Living Rapid Systematic Review,” Asian Journal of Distance Education, vol. 15, no. 2, pp. 191–247, 2020, doi: 10.5281/zenodo.4425683.
M. Al-Freih, “The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study,” IAFOR Journal of Education, vol. 9, no. 2, pp. 7–23, 2021, doi: 10.22492/ije.9.2.01.
S. Pokhrel and R. Chhetri, “A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning,” Higher Education for the Future, vol. 8, no. 1, pp. 133–141, 2021, doi: 10.1177/2347631120983481.
I.-C. J. Chen, “Integrating Literature Circles to Facilitate Reading Comprehension on Facebook Groups: Questioning and Learning Perceptions,” Taiwan Journal of TESOL, vol. 17, no. 2, pp. 119–146, 2020, doi: 10.30397/TJTESOL.202010.
F. Ferri, P. Grifoni, and T. Guzzo, “Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations,” Societies, vol. 10, no. 4, pp. 1–18, 2020, doi: 10.3390/soc10040086.