PERCEIVED BENEFITS OF TECHNOLOGY-DRIVEN PQ4R IN READING COMPREHENSION

Abstract

The integration of technology in education has revolutionized traditional teaching methods, fostering interactive and dynamic learning experiences. This study investigates the perceived benefits of a technology-driven PQ4R (Preview, Question, Read, Reflect, Recite, Review) strategy on reading comprehension among EFL students. Technology-enhanced PQ4R facilitates interactive learning, efficient knowledge transfer, and addresses the limitations of traditional methods, while also promoting critical thinking and engagement. Utilizing a case study method, the research examined student reflections on their experiences with technology-mediated PQ4R in an Intermediate Reading course. Data were collected through open-ended questions aligned with Gibbs' reflective cycle, focusing on the 2023-2024 academic year. Thematic analysis revealed that students found technology integration made learning more enjoyable, accessible, and flexible. They appreciated the immediate feedback and the interactive nature of online activities, which improved their motivation and comprehension. However, challenges such as technical issues and potential distractions were also noted. Despite these obstacles, the benefits of technology-enhanced PQ4R were significant, highlighting the importance of balancing engagement with minimizing distractions. This study provides valuable insights for educators and policymakers, emphasizing the need for effective implementation of technology-driven instructional strategies to enhance reading comprehension and foster a more inclusive and dynamic educational environment.