Abstract:
Abstract: Critical reading has become an essential competency for EFL students in the digital era, where information is commonly presented through multimodal digital texts integrating written language with visual elements. However, many students still encounter difficulties in interpreting and evaluating information critically, particularly when they must combine verbal and visual meanings during reading activities. This study aimed to explore high school students’ experiences in developing critical reading skills through multimodal digital texts and to identify the challenges they encountered throughout the learning process. A qualitative case study design was employed involving 30 eleventh-grade students at a vocational high school in Ciamis Regency, West Java. Classroom observations were conducted with all students, while semi-structured interviews were carried out with six purposively selected participants. Data were collected through participatory observations, interviews, field notes, and classroom documentation, and were analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The findings revealed that multimodal digital texts promoted students’ engagement, supported reading comprehension by integrating verbal and visual information, and encouraged critical reading practices such as identifying main ideas, analyzing information, evaluating credibility, and verifying information from multiple sources. Nevertheless, students experienced challenges related to limited vocabulary, interpreting abstract visual elements, and integrating visual and verbal information. Overall, multimodal digital texts provided meaningful learning experiences that fostered critical reading development while highlighting the importance of teacher scaffolding in strengthening students’ critical reading and digital literacy skills in EFL classrooms.
