Abstract

Digital literacy has become an essential component in English Language Teaching (ELT), particularly as reading practices increasingly take place in digital learning environments. This systematic literature review aims to explore how digital literacy is conceptualized in EFL reading instruction, how it supports students’ reading skills, and what benefits and challenges emerge from its implementation. A systematic search was conducted using academic databases, including Google Scholar and ERIC, to identify relevant studies related to digital literacy and reading skills in EFL contexts. The selected studies were analyzed thematically to identify key patterns and findings. The results indicate that digital literacy plays a significant role in enhancing reading comprehension, critical reading, student engagement, and collaborative learning through the use of digital texts and tools. However, challenges such as unequal access to technology, teachers’ pedagogical readiness, and students limited digital reading skills remain significant issues. This review highlights the importance of integrating digital literacy into EFL reading instruction in a structured and pedagogically meaningful manner.
Keywords: digital literacy; reading skills; EFL; English Language Teaching; systematic literature review

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