Integrating Digital Reading Module to Enhance Computational Thinking Skills via Lesson Study for EFL Beginners: Case Study of a Public Senior High School in Indonesia

Silvi Listia Dewi, Misnar Misnar, Abdul Syahid, Rahma Rahma and Alfi Syahrin

World Journal of English Language, 2025, vol. 15, issue 7, 69

Abstract: Research on the integration of computational thinking skills into English language teaching, especially as a digital module, in the EFL context is limited. Moreover, the adoption of locally based cultural materials in this integration is extremely rare. To address the gaps, this mixed methods sequential explanatory study explores the effectiveness of a digital reading module focused on local female heroes in enhancing computational thinking skills among EFL students in Indonesia. Quantitative data were obtained from a pretest and a posttest administered to 30 secondary school students, determined through power analysis for sample size and recruited using random sampling. The results indicate a significant improvement in students' computational thinking, with an N-Gain score of 71.87% (High). ll participants were interviewed to gain a deeper understanding of the results through a case study analysis The qualitative phase, which utilized thematic analysis, reveals that the digital reading module not only enhanced students' problem-solving abilities and logical reasoning. Furthermore, it demonstrated its effectiveness in helping students apply computational concepts to real-world scenarios. Participants also reported positive experiences with the lesson study approach, highlighting its role in refining the module and aligning it with educational objectives. Qualitative findings thus support quantitative results. This suggests that culturally relevant digital modules, combined with collaborative professional development strategies like lesson study, can effectively improve computational thinking skills in EFL contexts. This study contributes to the broader understanding of how digital tools and pedagogical frameworks can be adapted to meet the needs of diverse educational environments

Date: 2025
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