Lingua as an Asynchronous Learning Catalyst for EFL Reading Comprehension

Susanto Susanto; Deri Sis Nanda

doi:10.24320/redie.2026.28.e09.6958

Authors

Susanto Susanto Universitas Bandar Lampung https://orcid.org/0000-0003-4551-0760
Deri Sis Nanda Universitas Bandar Lampung https://orcid.org/0000-0001-7939-5639

DOI:

https://doi.org/10.24320/redie.2026.28.e09.6958

Keywords:

digital platforms, asynchronous learning, reading comprehension, educational innovation

Abstract

The research sought to explore the impact of using the asynchronous learning platform Lingua on the reading comprehension skills of English as a Foreign Language (EFL) students. This qualitative study involved 140 tenth-grade students from five senior high schools in Lampung Province, Indonesia. Data were collected through observation and questionnaires, with a descriptive analysis applied to interpret the information. The results demonstrated that students benefited from this approach, displaying proficiency in identifying main ideas, extracting explicit information, making inferences, discerning figurative and connotative meanings, and identifying implicit information. Moreover, Lingua not only enhanced the students’ reading comprehension but also contributed to their overall enjoyment, motivation, sense of proficiency, and confidence in this skill. The platform's provision of appropriate challenges and feedback further facilitated students' improvement, while exposure to diverse and knowledgeable content expanded their horizons and understanding. In response to the positive outcomes observed, educators and administrators may consider integrating Lingua into their asynchronous learning strategies for enhancing students’ EFL reading comprehension. This tool may support not only academic proficiency but also students' overall motivation and confidence in mastering essential reading skills.

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