Unveiling the Relationship between Gen Alpha’s Digital Nativity and Reading Motivation in Malaysian ESL Learners

With the arrival of the Fourth Industrial Revolution, it promises the apex of digitalisation. However, brows were raised when the recent Programme for International Student Assessment (PISA) results carried out online, indicated a disparity in reading proficiency, urging the investigation of the declining reading motivation and digital capability among learners. Aligned with SDG 4, fostering reading motivation emerges as a pivotal element in language development, cognitive growth, and educational achievement. This is particularly relevant in Malaysia, where English is taught as a second language and holds strategic importance. Therefore, this study examines the level of Gen Alpha ESL learners' perceptions of their digital nativity and reading motivation, while also exploring the relationship between the same variables. Using a purposive sampling approach, 301 thirteen-year-old secondary students were chosen and asked to complete the Reading Motivation Questionnaire and the Digital Native Assessment Scale. From the findings, it was discovered that the majority of Gen Alpha ESL learners in Kota Bharu are digital natives and motivated readers, with a substantial association between perceived digital nativity and reading motivation. This study has led to the belief that in order to increase reading motivation, teachers should focus on honing students’ digital skills to navigate the constantly evolving world of technology with awareness. It is therefore imperative that educators and policymakers utilise a variety of digital tools in the classroom to foster a love of reading in Generation Alpha.

Digital nativity, Gen Alpha, English as Second Language (ESL)

1. Abbas, J., Aman, J., Nurunnabi, M. & Bano, S. (2019). The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan. Sustainability 11(6): 1683. [Google Scholar] [Crossref]

2. Adeyemi, J. O., & Oni, S. (2021). Realising Sustainable Development Goal 4 in Nigeria: The Challenge of Digital Divide. Covenant University Journal of Politics & International Affairs (Special Edition). [Google Scholar] [Crossref]

3. Cladis, A. E. (2018). A shifting paradigm: An evaluation of the pervasive effects of digital technologies on language expression, creativity, critical thinking, political discourse, and interactive processes of human communications. E-learning and Digital Media, 17(5), 341–364 [Google Scholar] [Crossref]

4. Çoklar, A. N., & Tatlı, A. M. (2021). Examining the digital nativity levels of digital generations: From Generation X to Generation Z. Shanlax International Journal of Education, 9(4), 433–434. [Google Scholar] [Crossref]

5. Djiwandono, P.I. (2019). How language teachers perceive information and communication technology. Indonesian Journal of Applied Linguistics 8(3): 607. [Google Scholar] [Crossref]

6. Eng, C., Tomasic, A., & Thiessen, E. (2019). Contingent responsivity in E-books modeled from quality adult-child interactions: Effects on children's learning and attention.. Developmental psychology. [Google Scholar] [Crossref]

7. Forzani, E., Leu, D. J., Li, E. Y., Rhoads, C., Guthrie, J. T., & McCoach, B. (2020). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly, 56(4), 761–780. [Google Scholar] [Crossref]

8. Gomez, L., & Patel, R. (2021). Cognitive adaptation to digital environments in young readers. Journal of Cognitive Neuroscience, 33(4), 678-690. [Google Scholar] [Crossref]

9. Gutiérrez-Ángel, N., Sánchez-García, J., Rubio, I. M., Martín, J. G., & Brito‐Costa, S. (2022). Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Frontiers in Psychology, 13. [Google Scholar] [Crossref]

10. Hassan, A. (2021). Digital Age and Reading Habits: Empirical Evidence from Pakistani Engineering University. TESOL International Journal Volume 16 Issue 1. [Google Scholar] [Crossref]

11. Hu, J., & Yu, R. (2021). The effects of ICT-based social media on adolescents’ digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018. Computers & Education, 175, 104342. [Google Scholar] [Crossref]

12. Hui, L., Teng, L. S., & Guo, F. (2023). Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts. Frontiers in Psychology, 13. [Google Scholar] [Crossref]

13. Jha, A.K. (2020). Gen Alpha_Amrit. PsyArxiv (June). [Google Scholar] [Crossref]

14. Johnson, L., & Thompson, H. (2023). Balancing digital and traditional reading in education. Educational Review, 51(2), 134-150. [Google Scholar] [Crossref]

15. Kannan, H.K. Malaysia’s PISA ranking improves [NSTTV]. New Straits Times. [Google Scholar] [Crossref]

16. Korteling, J. E., Hof, T., & Wijn, R. (2019). Next generation learning: Generation characteristics and trends [V1806] [Google Scholar] [Crossref]

17. Körte, M. (2020). The impact of the digital revolution on human brain and behavior: where do we stand? Dialogues in Clinical Neuroscience, 22(2), 101–111. [Google Scholar] [Crossref]

18. Lee, J., & Kim, S. (2023). Adaptation to digital reading environments in young readers. Journal of Cognitive Neuroscience, 35(3), 411-425. [Google Scholar] [Crossref]

19. Lindsay, J. (2021). Cyber Espionage. The Oxford Handbook of Cyber Security. [Google Scholar] [Crossref]

20. Maeliva, M., & Gandha, M. (2020). Sekolah Dasar Kontemporer Dengan Fleksibilitas Dan Konektivitas Ruang Sebagai Strategi Desain. , 1, 1315. [Google Scholar] [Crossref]

21. McCrindle, M. (2021). Generation alpha. Hachette UK. [Google Scholar] [Crossref]

22. Miller, D. (2023). Embracing the Technological Metamorphosis: Envisioning Higher Education for Generation Alpha in a Shifting Educational Landscape. International Journal Software Engineering and Computer Science (IJSECS), 3(2), 88-96. [Google Scholar] [Crossref]

23. Nast, C. (2017, October 17). Understanding Generation Alpha. WIRED UK. [Google Scholar] [Crossref]

24. National Center for Education Statistics. n.d.. Program for International Student Assessment (PISA). [Google Scholar] [Crossref]

25. Naveed, S. & Ghaffar, A. (2018). Reading Habits among Undergraduate Students of NED University of Engineering and Technology, Karachi, Pakistan: A Pilot Study. Library Philosophy and Practice: 1. [Google Scholar] [Crossref]

26. Patel, S., & Lee, H. (2021). Digital literacy and confidence in young readers. International Journal of Digital Literacy, 29(2), 112-125. [Google Scholar] [Crossref]

27. Patel, S., & Thompson, H. (2022). Language processing in digital natives: A neural perspective. Language and Cognitive Processes, 37(5), 600-618. [Google Scholar] [Crossref]

28. Pozhydayeva, N.P. (2019). Contribution of English Lingua Franca to Stable Cross-Cultural Communication. Advanced Linguistics (3): 13–18. [Google Scholar] [Crossref]

29. Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon 9(5): 1–6. [Google Scholar] [Crossref]

30. Réz, K., & Nagy, Z. Z. (2023). The use of digital devices and changing habits among generation alpha in Hungary. Developments in Health Sciences. [Google Scholar] [Crossref]

31. Szczepaniak-Kozak, A., Wąsikiewicz-Firlej, E. & Lankiewicz, H. (2022). Global English versus local language during a sojourn abroad: A narrative study. Journal of Intercultural Communication 53–63. [Google Scholar] [Crossref]

32. Tafonao, T., Saputra, S. & Suryaningwidi, R. (2020). Learning Media and Technology: Generation Z and Alpha. Indonesian Journal of Instructional Media and Model 2(2): 89. [Google Scholar] [Crossref]

33. Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education 67: 51–57. [Google Scholar] [Crossref]

34. Turker, S., & Hartwigsen, G. (2021). Exploring the neurobiology of reading through non-invasive brain stimulation: A review. Cortex, 141, 497-521. [Google Scholar] [Crossref]

35. Wang, K., Leopold, D.R., Banich, M.T., Reineberg, A.E., Willcutt, E.G., Cutting, L.E., Del Tufo, S.N., Thompson, L.A., Opfer, J., Kanayet, F.J., Lu, Z.-L. & Petrill, S.A. (2019). Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI. Developmental Cognitive Neuroscience 37: 100647. [Google Scholar] [Crossref]

36. Ziatdinov, R., & Cilliers, E. J. (2021). Generation Alpha: Understanding the next cohort of university students. European Journal of Contemporary Education, 10(3) [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study