Agtarap, H. J. (2024). Assessment strategies and challenges of teachers in evaluating students during online learning. International Journal of Learning, Teaching and Educational Research, 23(1), 157–172. https://doi.org/10.26803/ijlter.23.1.9
Altamura, L., Vargas, C., & Salmerón, L. (2023). Do new forms of reading pay off? A meta-analysis on the relationship between leisure digital reading habits and text comprehension. Review of Educational Research. https://doi.org/10.3102/00346543231216463
Alzubi, A. A. F., & Nazim, M. (2025). Unlocking the Power of Online Assessments in EFL Education: Teachers’ and Students’ Perceptions. Sage Open, 15(1). https://doi.org/10.1177/21582440241311785
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Cenags Learning.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
Brown, J., McLennan, C., Mercieca, D., Mercieca, D. P., Robertson, D. P., & Valentine, E. (2021). Technology as thirdspace: Teachers in Scottish schools engaging with and being challenged by digital technology in first COVID-19 lockdown. Education Sciences, 11(3), 136. https://doi.org/10.3390/educsci11030136
Brüggemann, T., Ludewig, U., Lorenz, R., & McElvany, N. (2023). Effects of mode and medium in reading comprehension tests on cognitive load. Computers & Education, 192, 104649. https://doi.org/10.1016/j.compedu.2022.104649
Caccia, M., Giorgetti, M., Toraldo, A., & Molteni, M. (2019). ORCA.IT: A new web-based tool for assessing online reading, search and comprehension abilities in students reveals effects of gender, school type and reading ability. Frontiers in Psychology, 10, Article 2433. https://doi.org/10.3389/fpsyg.2019.02433
Cain, K. (2009). Reading comprehension and vocabulary: A review of the evidence. Language Learning Journal, 37(1), 21–40. https://doi.org/10.1080/09571730902717334
Chang, L., Wang, Y., Liu, J., Feng, Y., & Zhang, X. (2023). Study on factors influencing college students’ digital academic reading behavior. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1007247
Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108–121. https://doi.org/10.1016/j.compedu.2014.08.015
Chun, D. M. (2011). Computer-assisted language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 663–680). Routledge.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass Publishers.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Eden, S. (2024). Cognitive and technological resources in teachers’ adaptation to emergency remote teaching. Frontiers in Education, 9, 1369948. https://doi.org/10.3389/feduc.2024.1369948
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods (2nd ed.). SAGE.
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Genç, G., & Kirmizibayrak. O. (2024). The use of Web 2.0 tools in English language learning: A systematic review. Education and Information Technologies. https://doi.org/10.31893/multirev.2024102
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
Gomez, F. C., Jr, Trespalacios, J., Hsu, Y. C., & Yang, D. (2022). Exploring Teachers' Technology Integration Self-Efficacy through the 2017 ISTE Standards. TechTrends, 66(2), 159–171. https://doi.org/10.1007/s11528-021-00639-z
Handayani, R., Saharudin, S., Mustofa, A. M. Z., & Trikandi, S. (2022). Teachers’ experiences in evaluating learning process: A case study of online learning. Jurnal Ilmiah Universitas Batanghari Jambi, 22(3), 2061. https://doi.org/10.33087/jiubj.v22i3.2802
Jalilzadeh, K., Rashtchi, M., & Mirzapour, F. (2024). Cheating in online assessment: A qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions. Language Testing in Asia, 14(1), https://doi.org/10.1186/s40468-024-00304-1
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. https://doi.org/10.1016/j.compedu.2011.08.004
Kendeou, P., & O’Brien, E. J. (2014). The knowledge revision components of reading comprehension: An integrative view. Educational Psychologist, 49(2), 123–138. https://doi.org/10.1080/00461520.2014.916216
Khalifa, H., & Weir, C. J. (2009). Examining reading: Research and practice in assessing second language reading. Cambridge University Press.
Kim, E. J., & Kim, M. J. (2024). Students’ Evaluation of Live Online Lectures Versus Pre-Recorded Video Lectures During COVID-19: Focusing on Students’ Study Behaviors. Sage Open, 14(4). https://doi.org/10.1177/21582440241305325
King, W. R., Guyette, R. W., Jr., & Piotrowski, C. (2009). Online exams and cheating: An empirical analysis of business students. Journal of Educators Online, 6(1), 1–11. https://doi.org/10.9743/JEO.2009.1.5
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628
Langdridge, D. (2007). Phenomenological Psychology: Theory, Research and Method. Harlow: Pearson Prentice Hall.
Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: Educational innovation or deterioration? British Journal of Educational Technology, 53(3), 475–490. https://doi.org/10.1111/bjet.13182
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, well-being and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
Masrul, M., & Sant’i Erlania. (2023). Dynamic assessment of EFL learners’ academic writing skills and writing ability. Lingua: Jurnal Pendidikan Bahasa, 19(2), 151–166. https://doi.org/10.34005/lingua.v19i2.3178
McCarthy, K. S., & Yan, E. F. (2023). Reading comprehension and constructive learning: Policy considerations in the age of artificial intelligence. Policy Insights from the Behavioral and Brain Sciences, 11(1). https://doi.org/10.1177/23727322231218891
Meihami, H., & Abdoli, B. (2024). Exploring Teachers’ Deep-Level Challenges of Teaching Reading Comprehension in Online Classes:“Infrastructure is not Entirely to Blame”. International Journal of Educational Reform, 10567879241278696.
Meihami, H., & Abdoli, B. (2024). A Transcendental Phenomenology of the Solutions for Challenges of Teaching L2 Reading Comprehension in Virtual Classes. Journal of Teaching Persian to Speakers of Other Languages, 12(1), 123-146.
Moustakas, C. (1994). Phenomenological research methods. SAGE.
Nurisma, R. A., Dewi, O. T. S., Irawati, R., Sari, R., Suryati, N., & Widiati, U. (2025). Language assessment literacy in online EFL reading class: What novice and experienced teachers reveal. Computer-Assisted Language Learning Electronic Journal, 26(1), 129–152. https://doi.org/10.54855/callej.252619
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220
Peras, I. (2023). Digital versus paper reading: A systematic literature review on contemporary gaps according to gender, socioeconomic status and rurality. Frontiers in Psychology, 14, 1095486. https://doi.org/10.3389/fpsyg.2023.1095486
Phulpoto, S. A. J., Oad, L., & Imran, M. (2024). Enhancing Teacher Performance in E-Learning: Addressing Barriers and Promoting Sustainable Education in Public Universities of Pakistan. Pakistan Languages and Humanities Review, 8(1), https://doi.org/10.47205/plhr.2024(8-I)38
Poon, A. (2013). Blended learning: An institutional approach for enhancing students’ learning experiences. Journal of Online Learning and Teaching, 9(2), 271–288. https://jolt.merlot.org/vol9no2/poon_0613.htm
Rajan, M. H. (2024). Disrupted student engagement and motivation in online learning. Frontiers in Education, 9, 1296881. https://doi.org/10.3389/feduc.2024.1296881
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage
Ronconi, L., Mason, L., Manzione, L., Schüler, A. (2024). Effects of digital reading with on-screen distractions: An eye-tracking study. Frontiers in Psychology, 15, 1339506. https://doi.org/10.3389/fpsyg.2024.1339506
Russell, V., & Murphy-Judy, K. (2021). Teaching language online: A guide for designing, developing, and delivering online, blended, and flipped language courses (2nd ed.). Routledge.
Salmerón, L., Altamura, L., Delgado, P., Karagiorgi, A., & Vargas, C. (2023). Reading comprehension on handheld devices vs. on paper: A narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology. https://doi.org/10.1037/edu000083
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE.
Suárez-Álvarez, J., Fernández-Alonso, R., García-Crespo, F. J., & Muñiz, J. (2022). El uso de las nuevas tecnologías en las evaluaciones educativas: la lectura en un mundo digital. Papeles del Psicólogo, 43(1), 62–68. https://doi.org/10.23923/pap.psicol.2970
Sun, Q., Zhang, L. J., & Carter, S. (2021). Investigating students’ metacognitive experiences: Insights from the English as a Foreign Language Learners’ Writing Metacognitive Experiences Questionnaire (EFLLWMEQ). Frontiers in Psychology, 12, 744842. https://doi.org/10.3389/fpsyg.2021.744842
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Pedagogical Research, 5(4), em0068. https://doi.org/10.29333/pr/7947
Tarchi, C. (2015). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader variables. Reading Research Quarterly, 50(3), 327–351. https://doi.org/10.1002/rrq.92
Tsai, Y.-S., Poquet, O., Gašević, D., Dawson, S., & Pardo, A. (2020). Complexity leadership in learning analytics: Drivers, challenges, and opportunities. British Journal of Educational Technology, 51(6), 2304–2322. https://doi.org/10.1111/bjet.12946
Tufford, L., & Newman, P. (2010). Bracketing in qualitative research. Qualitative Social Work, 11(1), 80–96. https://doi.org/10.1177/1473325010368316
Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
Wulyani, A. N., Widiati, U., Muniroh, S., Rachmadhany, C. D., Nurlaila, N., Hanifiyah, L., & Sharif, T. I. S. T. (2024). Patterns of utilizing AI–assisted tools among EFL students: Need surveys for assessment model development. LLT Journal: A Journal on Language and Language Teaching, 27(1), 157–173. https://doi.org/10.24071/llt.v27i1.7966
Zhang, D., & Wu, J. (2021). The impact of digital distraction on reading comprehension. Frontiers in Psychology, 12, 678330. https://doi.org/10.3389/fpsyg.2021.678330
Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2020). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 90(4), 1052–1084. https://doi.org/10.3102/0034654320933544
