Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy
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Abstract
Reading and literacy have transformed in the digital age, moving beyond print to encompass diverse multimodal formats, which poses challenges for English as a Foreign Language (EFL) learners due to the growing global diversity of English. This study proposes Global Englishes Reading Instruction (GERI) as an instructional reform to address these complexities. The GERI framework integrates principles from Global Englishes Language Teaching and digital literacy into reading instruction. A mixed-methods, quasi-experimental design was employed with fifty Thai undergraduate students at a public university over one semester. Results from the Global Englishes reading comprehension test and digital literacy rubric-based assignments indicated significant improvements in students’ reading comprehension across vocabulary, literal, and interpretive levels. Digital literacy also showed significant progression across all dimensions, including accessing and evaluating, using and creating, and presenting and sharing digital information. A Global Englishes Reading Instruction questionnaire and a semi-structured interview protocol were used to explore the implementation of the instructional design. Students reported positive perceptions of the GERI activities and materials in enhancing reading comprehension and digital literacy. The pedagogical implications offer practical and authentic applications for international and intercultural contexts.
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