Influence of Digital Literacy, Learning Media, Student Engagement, and Self-Efficacy on English Reading Comprehension

Abstract

This study aims to examine the influence of digital literacy, learning media, student engagement, and self-efficacy on English reading comprehension in the context of digital learning. A quantitative research approach with an explanatory design was employed, involving a sample of 200 students selected through purposive sampling. Data were collected using a structured questionnaire measured on a five-point Likert scale and analyzed using multiple regression analysis. The results reveal that digital literacy, learning media, student engagement, and self-efficacy all have positive and significant effects on English reading comprehension. Among these variables, self-efficacy emerged as the strongest predictor, followed by digital literacy, student engagement, and learning media. The model demonstrates strong explanatory power, indicating that these variables collectively contribute substantially to students’ reading comprehension performance. The findings highlight the importance of integrating technological competencies, effective instructional media, active student participation, and psychological factors in enhancing reading outcomes. This study provides practical implications for educators to design more interactive, technology-integrated, and student-centered learning environments that foster both skills and confidence in reading English texts.