Abstract

There has been a paradigm shift in reading due to the digital shift in education, particularly in relation to English Foreign Language (EFL) classrooms where reading is done using digital platforms. Reading in modern EFL classrooms is no longer a matter of decoding paper texts but involves critically navigating digital spaces. This systematic review critically evaluates current literature on digital literacy and reading skills in EFL classrooms from theoretical perspectives, digital support tools, and classroom implementations. Using PRISMA-compliant searches, a total of thirty-seven peer-reviewed articles from Scopus, Web of Science, ERIC, and Google Scholar published between 2010 and 2024 were selected based on inclusion criteria and analyzed using theme coding. This systematic review reveals that teaching digital literacy skills positively impacts EFL learners' reading comprehension, motivation, and critical reading when underpinned by sound theoretical foundations of multiliteracies and metaliteracy approaches. Nevertheless, existing issues in teaching digital literacy skills in classroom settings lie in teachers' digital pedagogy skills, particularly students' ability to critically assess digital texts, as well as inequitable access to technology. Informed prospective analysis of social annotation tools such as Hypothesis provides an indication of digital tool efficacy in promoting collaborative reading.
Keywords: digital literacy, reading comprehension, EFL, multiliteracies, digital pedagogy, systematic review, social annotation

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