Exploring the Role of Peer Assessment and Digital Literacy as Tactics to Improve Reading Proficiency among ESL Students

https://doi.org/10.5281/zenodo.17416901

Abstract

In the 21st century, digital literacy is a vital skill for university students, yet many Pakistani ESL learners still face difficulties using online learning tools effectively, which affects their reading proficiency and engagement. This study investigates the impact of peer assessment-based digital literacy on the reading competency and engagement of ESL students in Pakistani universities. Using a quasi-experimental design, two groups of students were selected through cluster random sampling, with 30 participants in the experimental group and 30 in the control group. Data were collected through post-tests and a questionnaire, and analyzed using One-way ANOVA and MANOVA in SPSS 26.0. The results revealed that peer assessment-based digital literacy significantly improved both reading proficiency and engagement among ESL students. The combined effect suggests that integrating digital literacy with peer assessment enhances reading outcomes and active learning. The study emphasizes the importance of incorporating such strategies in higher education and recommends further research on learner motivation and institutional support.