Teaching reading comprehension in the digital age
A case study of secondary English teachers in Ogun State, Nigeria
Bibliographic Data
| ID | 6031075 |
|---|---|
| Authors | Abisoye Adedoyin Adeyiga (0009-0004-8033-1738, University of South Africa, corresponding author), Cedric Bheki Mpungose (0000-0001-9828-8599, University of South Africa) |
| Year | 2025 |
| Pages | 1-15 |
| Publication date | 2025-07-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2025.2528879 |
| OpenAlex | W4412396127 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
Digitalisation has significantly reshaped education, including reading instruction. The integration of Educational Technology (EdTech) promises to boost engagement, personalise learning, and deepen comprehension. However, the digital divide, characterised by unequal access and digital literacy, obstructs equitable education and limits EdTech’s potential. This systematic review explores EdTech integration in reading comprehension instruction among secondary English Language teachers in Ogun State, Nigeria. To ensure currency and relevance to rapidly evolving digital practices, the review focused on 16 studies published between 2017 and 2025, sourced from Scopus, Google Scholar, and ResearchGate. The period 2017–2025 was chosen to capture recent advancements and trends in EdTech, reflecting the dynamic nature of digital resources and their pedagogical applications. Findings indicate that EdTech has proven to boost reading comprehension through collaborative platforms, allowing students to share insights and practice exercises, leading to deeper understanding. However, its implementation is hampered by significant challenges. Teachers struggle with technological comfort, time constraints, and heavy workloads. Furthermore, a lack of technical support, maintenance, and clear policies creates barriers. Ignoring these issues risks increasing resistance to EdTech, hindering its potential to positively impact reading instruction
Comprehension · Linguistics · Mathematics education · Ogun state · Pedagogy · Political science · Reading comprehension · Sociology · Computer Science · Education and Technology Integration · Law · Online and Blended Learning · Philosophy · Psychology · Technology-Enhanced Education Studies
Teachers and machines
Cochrane Handbook for Systematic Reviews of Interventions
Technological Pedagogical Content Knowledge (TPACK)
The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions
Teacher Technology Change
The PRISMA 2020 statement
Technological Pedagogical Content Knowledge
A typology of reviews
Feasibility of adaptive teaching with technology
Teachers and machines
Reimagining our futures together
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |