A Systematic Literature Review Of Efl Students’ Positive Self-Concept In Digital Reading Comprehension

Abstract

This study aims to synthesize the main characteristics of EFL students with a positive self-concept in digital reading comprehension. Previous studies have not addressed these characteristics in a focused and systematic way, especially in the context of digital media. Using the Systematic Literature Review (SLR) method, this study analyzed the selected articles through the PRISMA framework and CIMO logic. The findings revealed four main characteristics of EFL students with a positive self-concept: confidence in their own abilities, high motivation, emotional stability, and use of strategies in learning and reading. These characteristics are considered important to support students' success in comprehending digital texts. Moreover, the presence of a positive self-concept seems to affect not only cognitive but also emotional engagement with reading materials. The study concludes that understanding these key characteristics can help educators design more effective digital reading instruction that can foster students' self-concept, increase motivation, and improve their overall reading comprehension outcomes.