The Impact of Interactive Digital Platforms on Reading Comprehension: A survey Study of English Language Teachers’ Perspectives

Abstract

      The present study investigates English as a foreign language (EFL) instructors’ opinions on the effect of interactive digital platforms (IDPs) on students’ reading comprehension in Iraqi secondary schools. Interactive digital platforms or e-learning systems are online systems in which students learn by actively participating rather than just passively listening to lectures and responding to questions. They can help with lowering the reliance on rote memorization. E-learning methods are actively employed in developed countries to instruct students in all subjects, including the teaching of language and reading.

A descriptive cross-sectional survey design was employed in this study , a questionnaire was sent to 60 EFL teachers in the 2025/2026 academic year. A 12-item questionnaire with a Cronbach’s alpha of .925 was created in Google Forms. The topics of the four major sections are EFL teachers’ perspectives on reading comprehension and the use of IDPs in reading comprehension training, the use of IDPs in enhancing content, and the use of IDPs in boosting student motivation.

Results indicate that a large percentage of EFL teachers. Rely on rote memorization rather than improved methods, with 88.6% relying on this method and a rate of 91.4% agreeing that IDPs enhance their instruction. About 85.7% of EFL teachers use IDPs, and 74.3% of them observe the use of social platforms. Teachers of English frequently employ platforms that allow for student interaction and participation while questioning and explaining new words. They employ this kind of method to boost the efficacy and productivity of their teaching in order to help their students comprehend complex things and broaden their horizons.

In addition, IDPs provide students with a wealth of information that aids in reading comprehension. But there were many problems regarding infrastructural issues such as access to devices, training and support. The authors recommend building a strong infrastructure and connectivity, training EFL and language teachers, providing EFL accent teachers with training courses, and providing online time for instructor support and quick access to knowledge on educational platforms.