Digital Reading Materials and Malay Essay Writing: A Quantitative Study of Student Perceptions in Malaysian Secondary Schools

Digital Reading Materials and Malay Essay Writing: A Quantitative Study of Student Perceptions in Malaysian Secondary Schools

Nur Ain Alissa Mohamed Rozi, *Mohd Hazreen Shah Hassan

Faculty of Languages and Communication Sultan Idris Education University 35900 Tanjung Malim, Perak Darul Ridzuan Malaysia

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0333

Received: 23 June 2025; Accepted: 27 June 2025; Published: 18 July 2025

ABSTRACT

The digital transformation of education has significantly altered traditional pedagogical landscapes, particularly in enhancing writing skills among secondary school students. This study aims to examine the patterns of digital reading material (DRM) usage and students’ perceptions of its effectiveness in writing Malay Language essays. Employing a quantitative survey design, a total of 150 Form Three students from several secondary schools in Kota Bharu, Kelantan were selected through purposive sampling. Data were collected via a structured questionnaire distributed online and analysed using SPSS Version 29.0, involving descriptive statistics and interpretation of mean scores (IMS). The instrument demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.873. The findings revealed that most students used DRM frequently (overall mean = 4.05) and held very positive perceptions of its effectiveness in supporting essay writing (overall mean = 4.52). The most used DRM types were online journals, educational blogs, and digital i-Think maps. The study concludes that DRM is not merely a supplementary tool but a catalyst for developing more reflective, structured, and creative writing practices. The study recommends the systematic integration of DRM into the Malay Language curriculum and the implementation of inclusive, student-friendly digital literacy interventions to support dynamic and equitable learning environments.

Keywords: digital reading material, essay writing, student perception, digital learning, Malay Language

INTRODUCTION

The digital era has catalysed a significant paradigm shift in the global educational landscape (Haleem et al., 2022). Teaching and learning (T&L) processes are no longer confined to face-to-face interactions but increasingly emphasise the integration of digital resources as effective, flexible, and inclusive mediums of knowledge delivery, including within the Malaysian context. The implementation of the Digital Education Policy by the Ministry of Education Malaysia (MoE, 2023) has reinforced efforts to cultivate a digitally literate and competitive generation, advocating for the integrated, ethical, and creative use of technology in everyday educational practices.

One of the key approaches in fostering a digital T&L ecosystem is the utilisation of digital reading materials (DRMs). DRMs refer to text-based or multimedia content accessible via electronic devices such as computers, tablets, or smartphones (Luhwera, 2023; Çeliktürk Sezgin, 2021). Examples of DRMs include e-books, digital journals, online articles, e-newspapers, e-magazines, educational blogs, as well as visual and audio-based resources such as infographics, educational videos, and podcasts (Pagani, 2024).

Drawing from the analyses of Cobb (2025) and Hamadi and El-Den (2024), digital reading materials (DRMs) can be broadly interpreted as comprising three main types: Static digital texts, such as e-books and PDFs, which primarily replicate traditional print formats;

Interactive digital texts, including blogs and hyperlinked resources that allow users to navigate and engage with content in a non-linear manner; and Multimodal texts, such as explanatory videos and podcasts, which integrate text, visuals, and audio to enrich comprehension and engagement.

The key affordances of DRMs include flexibility of access, allowing learners to engage with content at any time and from any location. In addition, features such as hyperlinking, customisation options (e.g., font size and background colour), and the integration of multiple modes collectively support diverse learning preferences and needs (Hamadi & El-Den, 2024).

In the context of Malay language instruction, particularly in writing skills, a variety of reading materials is essential to support students in expanding their vocabulary, enhancing language style, and fostering critical and creative thinking. Digital reading materials (DRMs) are seen to play a strategic role in supporting the production of quality essays by providing contextual and contemporary input. Platforms such as the Ministry of Education’s e-Pembelajaran KPM (Delima), Google Sites, and digital libraries facilitate students’ access to these resources at any time (Baharuddin & Hashim, 2020).

Previous studies have shown that the use of Digital Reading Materials (DRMs) can enhance students’ interest in reading, strengthen content knowledge, and support the construction of better-structured essays when applied purposefully in teaching and learning (Çeliktürk Sezgin, 2021; Pagani, 2024). DRMs have also been proven to facilitate self-directed and learner-centred learning, while fostering students’ confidence in writing with their own distinctive style and ideas (Cob, 2025; Hamadi & El-Den, 2024).

From a theoretical standpoint, this study is grounded in Bandura’s Social Learning Theory (1977), which posits that learning occurs through observation, imitation, and modelling within a social context. Exposure to various digital reading materials allows students to observe and emulate sentence structures, vocabulary usage, and modes of elaboration presented in texts, thereby modelling their own writing styles (Samsudin, Shamsudin & Arif, 2017). The ability of DRMs to present content in visual and interactive formats further stimulates cognitive processing and enhances long-term memory in structuring compositions (Catherine, 2022). This approach aligns with contemporary educational aspirations that emphasise contextual, self-directed, and technology-based learning.

Problem Statement

Writing skills among secondary school students, particularly in the Malay Language subject, have reportedly shown a decline. Commonly identified issues include grammatical errors, confusion in punctuation use, inability to generate ideas, and weaknesses in constructing cohesive and coherent sentence structures. These deficiencies are closely linked to limited vocabulary mastery and students’ inability to process explicit and implicit information effectively (Luthfiyati, Widyaiswara & Anggraini, 2023). Although access to digital technology has become increasingly widespread, students tend to utilise digital platforms more for entertainment and social media rather than for academic literacy-related exploration (Xu et al., 2022). This phenomenon hinders the full potential of technology as an effective educational tool, including its role in enhancing writing proficiency.

Within the teaching and learning (T&L) context, there exists a mismatch between the digital-native learning styles of Generation Alpha and the conventional instructional approaches still employed by some teachers. Educators who lack digital competence often maintain teacher-centred, passive methods such as direct provision of essay content without involving students in critical thinking processes (Baharuddin & Hashim, 2020). This leads to reduced student interest, minimal active participation in T&L, and failure to attain the necessary levels of cognitive mastery in writing skills as outlined in modern educational taxonomies (Rahimi & Zhang, 2021). The lack of pedagogical strategies that meaningfully integrate technology into Malay Language instruction represents a critical gap that warrants immediate attention.

Although numerous studies have focused on the use of social media or general digital learning platforms, such as those by Hill et al. (2024), Sivakumar, Jayasingh and Shaik (2023), and Pérez, Manca and Fernández Pascual et al. (2023), research specifically addressing digital reading materials (DRMs) as catalysts for enhancing writing skills among school students remains limited. Existing studies have largely concentrated on the role of DRMs in improving reading proficiency or text comprehension rather than exploring their direct influence on essay writing in depth (Çeliktürk Sezgin, 2021; Pagani, 2024). Therefore, a study that examines in detail the types of digital reading materials commonly used by students as reference sources and how they perceive the effectiveness of these materials in supporting their writing is urgently needed. Such an investigation not only identifies usage patterns of DRMs among secondary school students but also provides a clearer picture of their level of acceptance and the impact of these materials on their writing abilities. This endeavour is crucial not only to reinforce more effective and contextual Malay Language teaching strategies but also to pioneer pedagogical approaches that are more responsive to the learning needs of today’s digital-native generation.

Research Objectives

This study was conducted to achieve the following objectives:

• To identify the types of digital reading materials used by students as supportive resources in learning to write Malay language essays; and
• To examine students’ perceptions of the effectiveness of using digital reading materials in enhancing their writing skills.

LITERATURE REVIEW

The shift towards digital education has profoundly transformed the landscape of teaching and learning worldwide, including within the Malaysian education system. Findings by Cob (2025) revealed that students who engage actively in digital learning tend to achieve better academic performance, particularly when supported by access to high-quality content and robust technological infrastructure. However, disparities in access, especially among rural students, have led to significant inequalities in digital learning experiences. In a broader context, Hamadi & El-Den (2024) argued that digital learning is not solely dependent on technological proficiency but also on students’ attitudes and openness towards new learning modalities. This indicates that receptivity to digital education is influenced not only by infrastructure but also by teacher readiness, instructional strategies and student motivation (Yusop et al., 2022).

One of the essential components in the digital education ecosystem is the use of digital reading materials (DRM) which function as primary mediums for delivering information across diverse formats and platforms. Çeliktürk Sezgin (2021) observed that DRM is increasingly embraced by students, especially those immersed in technology-rich environments. Similarly, Pagani (2024) demonstrated that DRM supports self-directed learning via interactive media, enhances comprehension and encourages active reading habits. In the context of Malay language instruction, Subramaniam and Mahamod (2024) affirmed that materials such as educational videos and infographics help strengthen sentence complexity and deepen students’ understanding of proper writing formats and stylistic conventions. Nevertheless, despite the documented benefits of DRM in general education, empirical research that directly connects DRM to improved essay-writing skills among students remains limited, particularly within the subject of Malay Language.

Writing proficiency remains a persistent challenge in the teaching and learning of Malay, especially at the secondary school level. Luthfiyati, Widyaiswara and Anggraini (2023) highlighted that weak cognitive and affective dispositions, compounded by limited vocabulary, hinder students from constructing well-structured essays. A study in Brunei by Asnola, Maswandi and Zulkiflee (2022) also reported frequent linguistic errors, especially in orthography and morphology, reflecting students’ poor grasp of grammar and sentence construction rules. Ignacy and Subramaniam (2024) further noted that social media influence has exacerbated morphological and syntactical errors in student writing. Other studies by Mahamod et al. (2022) emphasised that student motivation, exposure to appropriate materials and teaching strategies play crucial roles in writing achievement. However, teaching approaches that remain teacher centred and unresponsive to the needs of digital-native learners continue to hinder the realisation of students’ full potential in producing quality essays.

Although numerous studies have explored the effectiveness of digital learning in general, focused and empirical research evaluating the potential of DRM to enhance students’ writing proficiency is still scarce. Most existing research tends to emphasise reading skills, comprehension or technological access rather than explicitly investigating strategies to empower writing through DRM. This gap in the literature warrants critical attention, particularly as writing proficiency remains a fundamental component of national examinations and cognitive development. Therefore, this study aims to examine secondary school students’ patterns of DRM usage, investigate their perceptions of its effectiveness in supporting writing and analyse the frequency of use to inform the design of more effective instructional interventions by educators and policymakers.

RESEARCH METHODOLOGY

This study employed a quantitative survey design to investigate the use of digital reading materials (DRM) among secondary school students. The research instrument consisted of a structured questionnaire adapted from a previous instrument developed by Luhwera (2023) and Baharuddin and Hashim (2020). The questionnaire was distributed via the Google Form platform and comprised four sections: demographic information, types of DRM used, students’ perceptions of its effectiveness and the frequency of DRM usage in essay writing activities. A total of 150 students from several secondary schools in the district of Kota Bharu, Kelantan, were selected through purposive sampling. The schools involved in this study encompassed both urban and rural areas, reflecting variations in terms of digital infrastructure availability and technological support. To ensure the reliability of the instrument, a Cronbach’s Alpha analysis was conducted for the main sections of the questionnaire. The overall reliability coefficient was found to be 0.873, indicating a high level of internal consistency in accordance with the general standards of social research (Hair et al., 2020). The data collected were analysed using the Statistical Package for the Social Sciences (SPSS) version 29.0 through descriptive and inferential analyses, including the calculation of means, standard deviations and interpretation of mean scores (ISM). The mean interpretation was based on a five-point Likert scale as discussed in the study by Nyutu, Cobern and Pleasants (2020), which established specific categories for each range of values (see Table 1). This scale is now regarded as an empirical standard in educational and social science research and has been widely applied in contemporary studies using average Likert-based scoring systems.

Table 1: Interpretation of Mean Scores

(Source: Nyutu, Cobern & Pleasants, 2021)

In ensuring compliance with research ethics, written permission was obtained from school administrators prior to the commencement of the study. Participation of the students was voluntary, with informed consent secured beforehand, and the confidentiality and anonymity of participants were strictly maintained in accordance with the ethical guidelines for educational research set by the Ministry of Education Malaysia (MoE, 2022).

RESEARCH FINDINGS

The research findings are presented in four main sections: student demographics, analysis of the frequency of DRM usage, types of DRM utilised, and students’ perceptions of the effectiveness of DRM in writing Malay language essays. This analysis aims to provide a comprehensive overview of students’ usage patterns and the implications of DRM integration on the development of writing skills.

Respondent Demographics

A total of 150 Form Three students from several secondary schools in the district of Kota Bharu, Kelantan were purposefully selected using random sampling. The demographic analysis focused on two main components: gender and ethnicity. In terms of gender, as presented in Table 2, 86 respondents (57.3%) were male, while 64 respondents (42.7%) were female.

Table 2: Distribution of Students by Gender

From the perspective of ethnicity, as shown in Table 3, most respondents were Malay students (60 students; 40%), followed by Chinese (52 students; 34.7%), Indian (23 students; 15.3%), and other ethnic groups (15 students; 10%). This multiethnic composition is important to ensure diversity of student perspectives on the use of DRM, thereby offering a more holistic understanding of secondary school students’ preferences and actual experiences in the context of Malay language essay writing.

Table 3: Distribution of Students by Ethnicity

This demographic diversity not only enhances the generalisability of the study’s findings but also provides opportunities for further exploration into the relationship between students’ backgrounds and the extent of their use of digital reading materials (DRM) as supportive tools in producing more effective Malay language essays.

Analysis of the Frequency of Digital Reading Material (DRM) Usage

Most students have internalized the use of digital resources as a routine component of their writing process. A total of 78 students (52.0%) reported using DRM more than four times per week, while 54 students (36.0%) used DRM two to three times weekly. Only 18 students (12.0%) reported utilizing DRM once a week or less, indicating a relatively low level of engagement with digital resources in writing activities. Table 4 below outlines the statistics on DRM usage frequency among students.

Table 4: Frequency of DRM Usage Among Students

This trend indicates that most students are well-prepared to embrace digital advancement, aligning with the aspirations of the Digital Education Policy (MOE, 2023), which advocates flexible and student-centered learning. These findings also reinforce the conclusions by Pagani (2024), who argue that repeated exposure to DRM can enhance students’ ability to generate ideas and construct arguments in writing. Frequent DRM use further allows students to gradually develop comprehension through self-directed learning (Çeliktürk Sezgin, 2021).

However, the finding that 12% of students still rarely engage with DRM suggests the existence of an engagement gap that warrants attention. Factors such as limited access to devices, lack of intrinsic motivation (Yusop et al., 2022), or reliance on traditional learning approaches may contribute to this tendency. Therefore, pedagogical interventions that are more inclusive and responsive should be formulated to ensure that all students can access and fully benefit from DRM in enhancing their writing skills.

Analysis of Students’ Use of Digital Reading Materials as Reference Sources in Writing

Findings indicate that students utilise various forms of digital reading materials (DRM) as reference sources during the process of writing essays in the Malay language. With an overall mean score of 4.05 and a standard deviation of 1.037, the use of DRM is categorised as “Good.” This reflects a positive reception towards the integration of digital resources in students’ writing practices. Table 5 provides a detailed breakdown of the types of DRM used by students as writing references, along with the corresponding mean scores, standard deviations (SD), and interpretation of mean score levels (ISM) for each type of material.

Table 5: Types of Digital Reading Materials (DRM) Used by Students as Reference Sources in Essay Writing

*Note

SD = Strongly Disagree

D = Disagree

N = Neutral

A = Agree

SA = Strongly Agree

MS = Mean Score

StDev = Standard Deviation

IMS = Interpretation of Mean Score

Based on the eight types of DRM presented, the material that recorded the highest mean score was online academic journals (4.26), followed by digital i-Think maps (4.14) and scholarly blogs (4.10). These resources, characterised by their visual elements, self-directed navigation, and ease of access, emerged as key factors influencing students’ selection of digital reading materials. This finding is consistent with the studies by Pagani (2024) and Çeliktürk Sezgin (2021), which emphasised that such attributes are critical in determining the effectiveness of DRM in supporting more structured, reflective, and contextual writing. It also reflects 21st-century students’ learning strategies, which are increasingly responsive and selective towards various forms of digital content.

Conversely, DRM such as online newspapers and official government websites yielded slightly lower mean scores (both 3.98), suggesting that students may struggle to filter or synthesise information into coherent essay structures. This is in line with findings by Nur Laila et al. (2024), who highlighted that students often encounter challenges such as information overload and difficulty in processing or reorganising complex digital academic content. Such conditions underscore the need for advanced digital literacy skills to ensure that students can effectively translate factual input into structured writing that meets task expectations.

Furthermore, the use of diverse DRM sources reflects the application of Bandura’s Social Learning Theory, which highlights modelling through observation. Students exposed to various sentence structures, language styles, and content forms from digital sources are likely to imitate and internalise these elements in their own writing (Luhwera, 2023; Catherine, 2022). This modelling process contributes to the development of writing skills that are more flexible, self-directed, and contextually relevant. Overall, these findings support the educational digitisation agenda outlined in the Malaysian Digital Education Policy (Ministry of Education Malaysia, 2023), affirming that the integration of DRM provides opportunities for students to cultivate a more independent and reflective writing style aligned with current educational demands.

Students’ Perceptions of the Effectiveness of Digital Reading Materials in Malay Essay Writing

The findings indicate that students’ perceptions of the effectiveness of DRM in essay writing are remarkably high. All eight evaluated statements recorded mean scores exceeding 4.20, with an overall average of 4.52, which falls within the “Very Good” category based on the interpretation scale by Nyutu, Cobern, and Pleasants (2021). These findings suggest that DRM is positively received not only in terms of technical aspects of writing but also in enhancing comprehension, argument development, and content organisation in essays. The detailed scores for each item are presented in Table 6.

Table 6: Students’ Perceptions of the Effectiveness of Digital Reading Materials (DRM)

*Note
SD = Strongly Disagree

D = Disagree

N = Neutral

A = Agree

SA = Strongly Agree

MS = Mean Score

StDev = Standard Deviation

IMS = Interpretation of Mean Score

**Items 4 and 5 were reverse scored. The overall mean was calculated after scale adjustments were made to ensure consistency in interpretation direction.

Based on Table 6, the item with the highest mean score was Item 1: “I find that the use of DRM greatly helps me in writing essays” (M = 4.64, SD = 0.563), followed by Item 2: “DRM strengthens the elaboration of my ideas in essay writing” (M = 4.62, SD = 0.530). These findings indicate that students not only incorporate DRM in their writing routines but also acknowledge its potential in supporting the construction of more structured, coherent and focused content. This aligns with the findings of Baharuddin and Hashim (2020), who assert that various forms of DRM such as online articles, infographics and educational videos enhance students’ comprehension of content development and improve their mastery of writing styles.

Furthermore, the mean scores for Item 6: “I am able to construct better sentences when using DRM” (M = 4.48) and Item 3: “I frequently search for online information to assist with essay writing” (M = 4.44) reinforce the notion that DRM supports independent thinking and writing creativity. Hamadi and El-Den (2024) note that digital reading materials contribute to the development of higher-order thinking skills, particularly when presented in multimodal, visual and interactive formats, as commonly found in DRM.

Two negatively worded statements analysed using reverse scoring—Item 4: “I rarely use DRM when writing essays” and Item 5: “My sentences rarely receive praise from teachers even when I use DRM”—showed adjusted mean scores of 4.60 and 4.24, respectively. These results indicate that students consistently rejected negative perceptions of DRM, thereby strengthening the internal consistency and construct validity of the research instrument. This is further supported by Çeliktürk Sezgin (2021), who found that high levels of digital literacy promote reflective, autonomous and motivated learning behaviour among students.

The overall mean score across all eight items, including the adjusted reverse-coded items, was 4.44, classified as “Very Good” according to the interpretation scale by Nyutu, Cobern and Pleasants (2021). This indicates that students recognise the relevance and benefits of DRM in the essay writing process. Consequently, the systematic and structured integration of DRM as a learning aid should be further reinforced in the Malay language curriculum, in line with the objectives of the Digital Education Policy (MoE, 2023) to produce digitally fluent, competent and creative students in academic discourse.

DISCUSSION AND CONCLUSION

The findings of this study indicate that the use of digital reading materials (DRM) has been positively embraced by secondary school students, particularly in the context of Malay language essay writing. Based on the frequency analysis, more than half of the students (52.0%) reported using DRM almost daily or consistently, while only a small percentage (12.0%) demonstrated low levels of engagement. This trend aligns with the objectives outlined in the Digital Education Policy by the Ministry of Education Malaysia (2023), which emphasises the importance of flexible and student-centred learning in developing digitally literate generations.

Overall, the level of DRM utilisation among students was categorised as “Good” (overall mean score = 4.05), with various types of materials being referred to, including online journals, academic blogs, digital news articles, online memos, and i-Think maps. These findings support previous studies by Pagani (2024) and Çeliktürk Sezgin (2021), who noted that access to well-structured and interactive DRM enhances students’ ability to develop ideas and organise content more systematically. Furthermore, the results reflect the application of Bandura’s Social Learning Theory, which asserts that learning occurs through observation and modelling. Exposure to diverse digital sources allows students to imitate language structures, vocabulary, and explanatory techniques, thereby shaping their own writing styles (Catherine, 2022).

With regard to student perceptions, the results revealed highly favourable responses towards the effectiveness of DRM in essay writing. All eight items scored mean values above 4.40, highlighting the role of DRM in strengthening elaboration, accelerating idea generation, and enhancing sentence construction. Notably, two reverse-coded items, designed to verify response validity, also recorded high adjusted mean scores. This consistency affirms students’ rejection of negative assumptions about DRM and reinforces the overall reliability of the instrument. These findings align with Çeliktürk Sezgin (2021), who reported that high levels of digital literacy are associated with increased student motivation, autonomy, and reflective thinking.

Although the present study centres on learners’ perceptions and the frequency of Digital Resource Material (DRM) usage, it does not directly account for performance dimensions based on students’ geographical or socio-economic backgrounds, nor does it empirically assess actual academic outcomes such as essay scores or measurable improvements in writing proficiency. Accordingly, future research is warranted to empirically examine the relationship between DRM utilisation and students’ writing performance, particularly with regard to composition grades or formal assessment results. Such inquiry is vital to establish a more holistic and valid understanding of the effectiveness of digital interventions in the pedagogy of Malay language writing.

To enhance the sustainability and scalability of DRM integration at the school level, several pedagogical interventions are proposed. Chief among them is the implementation of targeted professional development workshops for teachers, focusing on the strategic selection, adaptation, and integration of DRM in the teaching of Malay essay writing. These workshops should be institutionalised on a regular basis to ensure that educators are digitally competent, adept at evaluating digital content, and capable of scaffolding students’ critical engagement with, and organisation of, ideas derived from diverse online resources.

In addition, the development of instructional modules grounded in the process-genre approach and integrated with DRM, such as digital articles, interactive mind maps, and infographic videos, should be systematically designed and empirically validated. These modules possess considerable potential to support students in producing compositions that are more structured, reflective, and contextually grounded, in alignment with the demands of 21st-century learning. The implementation of such interventions not only helps to bridge the digital literacy gap within the teaching and learning ecosystem but also positions DRM as a central pedagogical tool in advancing Malay language instruction at the secondary school level.

In sum, this study confirms that DRM functions not merely as a substitute for print-based materials but as a powerful enabler in cultivating more structured, creative, and reflective writing skills among students. Accordingly, schools, educators, and curriculum developers are encouraged to reconfigure instructional strategies to ensure more systematic and purposeful integration of DRM into the Malay language curriculum. The study also recommends the implementation of digital literacy workshops, improved device accessibility, and the development of student-oriented DRM resources as essential measures toward realising a more dynamic and inclusive education system.

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