Identifying Web-Based Components for Critical Academic Reading Instructional Model: A Systematic Literature Review Using PRISMA
DOI:
https://doi.org/10.37134/ajatel.vol16.1.8.2026Keywords:
Critical Academic Reading Skills, Web-based Learning, Instructional Model, Digital Pedagogy, PRISMAAbstract
Critical academic reading skills are essential in higher education, yet many students face challenges in developing them because of language-related limitations, including restricted vocabulary, and non-linguistic factors such as low confidence, limited engagement, and insufficient instructional support. Although interest in digital learning continues to grow, a research gap remains in theory-based instructional models that integrate web-based components to support the acquisition of higher-order critical academic reading skills. This review addresses that gap through a systematic literature review (SLR) conducted in accordance with the PRISMA 2020 guidelines. The review identified six critical recurring web-based components: interactive multimedia, online discussion forums, gamification, adaptive learning, automated feedback, and digital critical reading pedagogy. Beyond identifying these components, the review explains how they function cognitively and affectively to support critical reading processes such as inferencing, argument evaluation, and metacognitive monitoring. Grounded in constructivism, self-determination theory, cognitive load theory, and personalisation principles, the findings inform a theory-driven instructional model that demonstrates how web-based components can be designed to support critical academic reading. This review contributes theoretically by showing that digital tools are most effective when aligned with pedagogical goals rather than added in isolation. The findings also provide direction for future research and instructional practice.
Downloads
References
Abduvoidova, G. R. (2024). Critical reading: A key component for academic excellence. Zamonaviy Ilm-Fan va Ta'lim Istiqbollari Ilmiy-Amaliy Konferensiyasi. https://doi.org/10.5281/zenodo.13895398
Al Roomy, M. A. (2022). Investigating the effects of critical reading skills on students’ reading comprehension. Arab World English Journal, 13(1), 366–381. DOI: https://dx.doi.org/10.24093/awej/vol13no1.24
Alrawashdeh, G. S., Fyffe, S., Azevedo, R. F. L., & Castillo, N. M. (2024). Exploring the impact of personalised and adaptive learning technologies on reading literacy: A global meta-analysis. Educational Research Review, 42, Article 100587. https://doi.org/10.1016/j.edurev.2023.100587
Alshaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning. Cypriot Journal of Educational Sciences, 16(4), 2049–2069. https://doi.org/10.18844/cjes.v16i4.6074
AlShaikh, R., Al-Malki, N., & Almasre, M. (2024). The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilising large language models. Heliyon, 10, e25361. https://doi.org/10.1016/j.heliyon.2024.e25361
Anggrainy, F. P. N., Sharizan, Sriyanda, R., & Farhan, M. (2024). Gamifying reading motivation in EFL students: Enhancing engagement and language learning through ICT. Jurnal Simki Pedagogia, 7(1), 106–118. (PDF) Gamifying Reading Motivation in EFL Students: Enhancing Engagement and Language Learning Through ICT
Aziz, A., Syed Ahmad, T. S. A., Awang, S., Abdul Aziz, R., Ahmad, S. N., & Azlan, N. A. B. (2024). Student insights: Challenges in acquiring critical academic reading skills. International Journal of Research and Innovation in Social Science, 8(9), 938–943. https://doi.org/10.47772/IJRISS.2024.809081
Aziz, A., Syed Ahmad, T. S. A., Abdul Aziz, R., Awang, S., Ahmad, S. N., & Azlan, N. A. B. (2024). Essential tools for developing critical reading: A structured guide for undergraduate students. International Journal of Research and Innovation in Social Science, 8(3S), 5773–5790. https://doi.org/10.47772/IJRISS.2024.803433S
Bachtiar. (2024). Strategies and challenges in encouraging students’ critical thinking skills in online learning: A literature review. International Journal for Multidisciplinary Research, 6(2), 1–14. ijfmr.com/papers/2024/2/14527.pdf
Basri, N. A., Ismail, O., & Mahmud, M. M. (2021). Elements in Multimedia Interactive Package (MIP) Production to Facilitate Critical Thinking Acquisition in ESL Reading. International Journal of Academic Research in Business and Social Sciences, 11(1), 633–644. http://dx.doi.org/10.6007/IJARBSS/v11-i1/8470
Boell, S. K., & Cecez-Kecmanovic, D. (2015). On being “systematic” in literature reviews in IS. Journal of Information Technology, 30(2), 161–173. DOI: 10.1057/jit.2014.26
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement in higher education through educational technology: A narrative systematic review. Australasian Journal of Educational Technology, 36(6), 79–95. DOI: https://doi.org/10.5334/jime.528
Bourke, B. (2021). Using gamification to engage higher-order thinking skills. In Gamification in Education (Chapter 1). https://doi.org/10.4018/978-1-79-3322-14hz
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, A. S., Dishop, C. R., Kuznetsov, A., Chao, P.-Y., & Woolley, A. W. (2025). Beyond efficiency: Trust, AI, and surprise in knowledge work environments. Computers in Human Behavior, 167, Article 108605. https://doi.org/10.1016/j.chb.2025.108605
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2, Article 100027. https://doi.org/10.1016/j.caeai.2021.100027
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. https://doi.org/10.1007/978-1-4899-2271-7
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23–38. https://doi.org/10.1016/j.edurev.2018.09.003
du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalised adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10 https://doi.org/10.1016/j.heliyon.2024.e39630
Eslit, E. R. (2023). 21st century teaching: Updates, challenges, and best practices. Presentation. https://doi.org/10.13140/RG.2.2.21864.65284
Fitrawati, Syarif, H., Zaim, M., & Perrodin, D. D. (2023). Perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia. Indonesian Journal of Applied Linguistics, 12(3), 598–611. https://doi.org/10.17509/ijal.v12i3.36838
González-Cacho, T., & Abbas, A. (2022). Impact of interactivity and active collaborative learning on students’ critical thinking in higher education. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 17(3), 254–260.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.soc.2022.05.004
Henry, C. C., & Mohamad, M. (2021). The use of mobile technology in enhancing the critical reading skills of pre-university ESL students. Creative Education, 12, 678–695. https://doi.org/10.4236/ce.2021.123047
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to fully online flipped classrooms: Do learning activities, outcomes, and perceptions differ? Computers & Education, 151, 103890. http://dx.doi.org/10.1186%2Fs41239-020-00234-x
Ismaili, Y. (2024). AI literacy and adaptive learning in Moroccan education: Advancing critical thinking and personalised learning. Research on Education and Media, 16(2). https://doi.org/10.2478/rem-2024-0017
Jamali, M., & Krish, P. (2021). Fostering 21st century skills using an online discussion forum in an ESP course. Malaysian Journal of Learning and Instruction, 18(1), 219–240. https://doi.org/10.32890/mjli2021.18.1
Jardón Gallegos, M. del C., Benavides Galvez, J. B., Arana Alencastre, J. L., & Idrogo Vásquez, F. del R. (2024). Promoting critical thinking and reading comprehension through digital texts in higher education. ESIC 2024.
Jensen, M. N., & Scharff, L. F. V. (2019). Improving critical reading with e-texts: A controlled study. Journal of the Scholarship of Teaching and Learning, 19(3), 49–64. https://doi.org/10.14434/josotl.v19i2.23868
Jun, M., & Lucas, T. (2024). Gamification elements and their impacts on education: A review. Multidisciplinary Reviews. https://doi.org/10.31893/multirev.2025155
Khasawneh, M. A. S., & Belton, B. (2025). Disclosing the effects of automated feedback on reading comprehension, reading motivation, reading engagement, and reading anxiety through personalized technology-enhanced learning. Computers in Human Behavior Reports, 20, 100817. https://doi.org/10.1016/j.chbr.2025.100817
Li, L., & Kim, M. (2024). It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education. Australasian Journal of Educational Technology, 40(1).
Mason, W., & Warmington, M. (2024). Academic reading as a grudging act: How do higher education students experience academic reading? Higher Education, 88(4), 839–856. https://doi.org/10.1007/s10734-023-01145-2
Maspufah, Afriyeni, Y., & Zuriati, D. (2025). Enhancing critical reading through technology integration: Effectiveness of digital tools in EFL classrooms. EJI (English Journal of Indragiri), 9(1). https://doi.org/10.61672/eji.v9i1.2876
Matyakhan, T., Chaowanakritsanakul, T., & Santos, J. A. L. (2024). Implementing gamification to enhance reading engagement and comprehension.
LEARN Journal,17(1),212–239. https://www.researchgate.net/publication/377931147_Implementing_Gamification_to_Enhance_Reading_Engagement_and_Reading_Comprehension_of_Thai_EFL_University_Students
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
Mehanni, D. F. M. (2023). Using An Adaptive E-learning Platform to Develop Faculty of Education EFL Majors’ Critical Writing Knowledge and Skills. Journal of Research in Education and Psychology, 38(4), 668-690. doi: 10.21608/mathj.2023.209573.1339
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI in higher education. Education Sciences, 13(9), Article 856. https://doi.org/10.3390/educsci13090856
Mochizuki, T., & Tsubakimoto, M. (2021). Designing a collaborative learning environment for critical reading with peer response. Information and Technology in Education and Learning, 1(1), 1–11.
Muftah, M., Al-Inbari, F. A. Y., Al-Wasy, B. Q., & Mahdi, H. S. (2023). The role of automated corrective feedback in improving EFL learners’ mastery of the writing aspects. Psycholinguistics, 34(2), 82–109. https://doi.org/10.31470/2309-1797-2023-34-2-82-109.
Nguyen, N. N. (2020). Critical reading skills in ESL students: Challenges and pedagogical recommendations. English Australia Journal, 36(2), 43–57. https://files.eric.ed.gov/fulltext/EJ1345235.pdf
Nguyen, T. T. (2025). Artificial intelligence in higher education: Impacts, barriers, and trends. IOSR Journal of Research & Method in Education, 15(3), 53–61. DOI:10.9790/7388-1503015361
Niculescu, B.-O., & Dragomir, I.-A. (2023). Critical reading as a fundamental skill for 21st-century literacy. International Conference Knowledge-Based Organization, 29(2), 215–220. https://doi.org/10.2478/kbo-2023 0060?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle
Nikitina, A., Karlova N., Kravchenko M., et al., 2024. The Role of Multimedia Resources in the Development of Critical Comprehen sion of Texts in Teaching of Language and Literature in Higher Education Institutions. Forum for Linguistic Studies. 6(4): 71-81. DOI: https://doi.org/10.30564/fls.v6i4.6668
Ozensoy, A. U. (2021). Effect of critical reading skill on academic success in social studies. Eurasian Journal of Educational Research, 93, 319–336. https://doi.org/10.14689/ejer.2021.93.15
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: Updated guideline for reporting systematic reviews. BMJ, 372, n71. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews | PLOS Medicine
Piaget, J. (1976). The grasp of consciousness: Action and concept in the young child. Harvard University Press. https://doi.org/10.2307/3120744
Rahmat, N. H., Arepin, M., & Sulaiman, S. (2020). The cycle of academic reading fear among undergraduates. Asian Journal of University Education, 16(3), 265–274. https://doi.org/10.24191/ajue.v16i3.9730
Ramalingam, S., Yunus, M. M., & Hashim, H. (2021). Exploring ESL learners’ blended learning experiences through web technologies. International Journal of Evaluation and Research in Education, 10(4), 1436–1445. https://doi.org/10.11591/ijere.v10i4.21465
Rogti , M. (2024). The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation. International Journal of Instruction, 17(1), 673–696. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/539.
Rukmi, N. S., Novianti, H., & Rukminingsih. (2021). Students’ perceptions of online collaborative platforms in EFL critical reading. New Language Dimensions, 2(1), 1–10. (PDF) Students' Perceptions towards Distance Education with Online Collaborative Platforms in EFL Critical Reading Course
Saleh, Z. H. M., Ahmad, S. Z., & Fahim, S. M. (2020). Mobile-assisted language learning for developing critical reading skills. CDELT Occasional Papers, 69. https://doi.org/10.21608/opde.2020.145639
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA statement. Systematic Reviews, 10, 117. https://doi.org/10.1186/s13643-021-01671-z
Schreier, M. (2012). Qualitative content analysis in practice. SAGE. https://www.daneshnamehicsa.ir/userfiles/files/1/9-%20Qualitative%20Content%20Analysis%20in%20Practice%20(2013,%20SAGE%20Publications).pdf
Shaffril, H. A. M., Ahmad, N., Samsuddin, S. F., & Samah, A. A. (2020). Systematic literature review for non-health researchers: Steps and tools. Environment-Behaviour Proceedings Journal, 5(SI1), 3–22. https://doi.org/10.1007/s11135-020-01059-6
Sinclair, A. C., Gesel, S. A., LeJeune, L. M., & Lemons, C. J. (2020). A review of the evidence for real-time performance feedback to improve instructional practice. The Journal of Special Education, 54(2), 90–100. https://doi.org/10.1177/0022466919878470
Silor, A. C., & Silor, F. S. C. (2025). Boosting reading comprehension through AI-based learning tools. International Journal of Learning, Teaching and Educational Research, 24(9), 61–79. https://doi.org/10.26803/ijlter.24.9.4
Song, H., & Cai, L. (2024). Interactive learning environment as a source of critical thinking skills. BMC Medical Education, 24, Article 270.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning: A meta-analysis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Suryadi, P., Rifai, I., & Pranoto, H. (2023). “Read on”: Comprehending challenging texts at university through a gamification app. Procedia Computer Science, 216, 730–738. https://doi.org/10.1016/j.procs.2022.12.190
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Tathahira, T. (2020). Promoting students’ critical thinking through online learning in higher education. Englisia, 8(1), 79–92. https://doi.org/10.22373/ej.v8i1.6636
Van den Broeck, L., De Laet, T., Dujardin, R., Tuyaerts, S., & Langie, G. (2024). Unveiling the competencies at the core of lifelong learning: A systematic literature review. Educational Research Review, 45, 100646. https://doi.org/10.1016/j.edurev.2024.100646
Van der Weel, A., & Mangen, A. (2022). Textual reading in digitised classrooms: Reflections on reading beyond the internet. International Journal of Educational Research, 115, Article 102036. DOI:10.1016/j.ijer.2022.102036
Vorobyeva, K. I., Belous, S., Savchenko, N. V., Smirnova, L. M., Nikitina, S. A., & Zhdanov, S. P. (2025). Personalised learning through AI: Pedagogical approaches and insights. Contemporary Educational Technology, 17(2), ep574. DOI:10.30935/cedtech/16108
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. https://share.google/v6gyLZ203CqvfJK1O
Wafiroh, L. H., Retnaningdyah, P., & Munir, A. (2024). EFL students’ critical reading and collaborative learning via virtual literature circles. Applied Research on English Language, 13(3), 65–90. https://doi.org/10.22108/are.2024.141405.2286
Wang, Z., Harun, J., & Yuan, Y. (2024). Enhancing reading instruction through gamification: A systematic review (2020–2024). Journal of Information Technology Education: Research, 23.https://doi.org/10.28945/5394
Yang, J., & Mei, F. (2024). Promoting critical reading instruction in higher education: A three-step training scheme facilitated by using corpus technology. China Computer-Assisted Language Learning, 4(1), 115–142. https://doi.org/10.1515/jccall-2023-0029
Yuan, K., Peng, Z., Lin, H., Guo, Q., Cao, S., & Ma, X. (2023). CriTrainer: An adaptive training tool for critical paper reading. UIST ’23. https://doi.org/10.1145/3586183.3606816
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anealka Aziz, Tuan Sarifah Aini, Suryani Awang, Roslina Abdul Aziz, Siti Nurshafezan Ahmad, Nurul Afifah Azlan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
