READABLE APPLICATION IN ENHANCING JUNIOR HIGH SCHOOL STUDENTS’ READING SKILLS: A NARRATIVE THEMATIC LITERATURE

Abstract

This article examines the role of readable application in developing junior high school students’ reading skills in English as a Foreign Language (EFL) contexts. A narrative thematic literature review was employed by analyzing relevant journal articles and academic sources. The findings indicate that readable application enhance reading comprehension, vocabulary mastery, and students’ reading motivation through leveled texts, vocabulary support, and interactive features. This review concludes that readable applications can serve as an alternative solution to challenges in EFL reading instruction. The implications suggest that English teachers integrate readable applications into technology-assisted reading instruction.