EMPOWERING FIRST-YEAR UNIVERSITY STUDENTS’ LITERACY THROUGH ICT-SUPPORTED READING AND WRITING ACTIVITIES

Abstract

This study explores the potential of integrating Information and Communication Technology (ICT) into reading and writing activities to support the development of English language literacy among first-year university students. The preliminary research was carried out in a private university in Bandung, West Java, involving 40 students and 2 lecturers from Reading and Writing classes. This early phase of a larger dissertation project aims to identify students’ and lecturers’ perceptions of ICT tools in enhancing literacy learning in the EFL context. A qualitative approach was used, combining classroom observation, questionnaires, and semi-structured interviews. The focus was on how students engage with digital tools, how these tools support their literacy practices, and what challenges they encounter. Two ICT applications, BBC Learning English and Busuu, were observed as commonly used platforms to assist students’ reading and writing development.

Initial findings indicate that students perceive ICT as beneficial in building vocabulary, improving reading comprehension, and strengthening writing fluency. They also found digital tools helpful for independent learning and more engaging than traditional methods. Lecturers reported increased student motivation, better classroom interaction, and improved learner autonomy when technology was integrated into their instructional practices. These early insights suggest that ICT-supported literacy activities can play a crucial role in empowering students’ English language learning, particularly in the integration of reading and writing. The study underlines the importance of designing ICT-based pedagogy that is both meaningful and accessible. Further stages of the research will delve deeper into pedagogical strategies, student outcomes, and long-term impacts on literacy development in Indonesian higher education.