Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy
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| Title: | Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy |
|---|---|
| Language: | English |
| Authors: | Karuna Chuenban, Apasara Chinwonno |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):509-536. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Instruction, Reading Comprehension, Digital Literacy, English (Second Language), Second Language Learning, Foreign Countries, Undergraduate Students, Educational Technology |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508650 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1508650 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Karuna+Chuenban%22">Karuna Chuenban</searchLink><br /><searchLink fieldCode="AR" term="%22Apasara+Chinwonno%22">Apasara Chinwonno</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2026 19(1):509-536. – Name: Avail Label: Availability Group: Avail Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 28 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2630-0672<br />2672-9431 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1508650 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508650 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 509 Subjects: – SubjectFull: Reading Instruction Type: general – SubjectFull: Reading Comprehension Type: general – SubjectFull: Digital Literacy Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Thailand Type: general Titles: – TitleFull: Global Englishes Reading Instruction: An Instructional Reform for Reading Comprehension and Digital Literacy Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Karuna Chuenban – PersonEntity: Name: NameFull: Apasara Chinwonno IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2630-0672 – Type: issn-electronic Value: 2672-9431 Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: LEARN Journal: Language Education and Acquisition Research Network Type: main |
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