Since more academic reading resources are becoming digitally available, second language (L2) learners at higher institutions are confronted with more obstacles than in the past. Despite this, the abundance of internet resources available to support reading has made reading a more engaging activity. This research examined L2 learners' usage of digital annotation tools (DAT) in a Learning Management System (LMS) to aid the reading of English for Science and Technology (EST) materials in a blended course.  The data was collected from a sample of 55 students who were enrolled in a variety of Science and Technology courses at a public institution in Malaysia. The data was gathered through online annotation and focus group interviews and subsequently subjected to thematic analysis using the NVivo software program. The validation of the thematic analysis was conducted through the utilisation of Cohen's Kappa analysis, resulting in a score that approached near perfection. This outcome serves as evidence for the credibility and accuracy of the collected data. Findings revealed that digital annotation tools improved L2 learners' lexical recognition and comprehension. Highlighting and annotating texts showed learners could summarise, justify, reproduce, and rephrase concepts. These annotation analyses supported interview data, showing that learners developed cognitive skills by paraphrasing and synthesising EST academic texts online. This study suggested facilitating successful best practices in online reading settings, where DAT is important in subject content areas for higher education students. This matters because DAT improves L2 learners' cognitive and social development by improving English reading comprehension.

Keywords: English for Science and Technology; Online Reading; Digital Annotation Tools; Learning Management Systems; higher institution

Abuseileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on EFL learners' achievement in communication skills. Computers & Education, 58, 231-239.

Akyel, A., & Erçetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37(1), 136-152.

Badrasawi, K. J. I., Abu Kassim, N. L., & Mat Daud, N. (2017). The effects of test characteristics on the hierarchical order of reading skills. Malaysian Journal of Learning and Instruction, 14(1), 63–82. https://doi.org/10.32890/mjli2017.14.1.3

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. Int. J. Educ. Technol. Higher Educ. 17(2), 2-30. https://doi.org/10.1186/s41239-019-0176-8

Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.).UK: Pearson Education Limited.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research. 2nd Ed. Los Angeles: SAGE Publications.

Duke, N. K., & Pearson, P. (2002). Effective practices for developing reading comprehension In. Farstrup, A. E. & Samuels, S. (Eds.). What Research Has to Say About Reading Instruction, (pp. 205-242). Newark, DE: International Reading Association.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/ 10.1177/1529100612453266

Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.

Hyman, J., Moser, M., & Segala, L. (2014). Electronic reading and digital library technologies: Understanding learner expectation and usage intent for mobile learning. Educational Technology Research and Development, 62(1), 35–52 https://doi.org/10.1007/s11423-013-9330-5

Lai, E. R., & Lin, Y. C. (2020). Using digital annotation tools to enhance university students' reading comprehension and knowledge transfer. Computers & Education, 145, 103-127.

Liu, M., & Cao, Y. (2018). Supporting students' online reading comprehension: A research synthesis. Educational Psychology Review, 30(2), 447-476.

Lo, J.-J., Yeh, S.-W., & Sung, C.-S. (2013). Learning paragraph structure with online annotations: An interactive approach to enhancing EFL reading comprehension. System, 41, 413-427.

Mason, L., Ronconi, A., Carretti, B., Nardin, S., & Tarchi, C. (2023). Highlighting and highlighted information in text comprehension and learning from digital reading. Journal of Computer Assisted Learning, 23, 1-17.

Nor Fariza, M. N., Afendi, H., Hazita, A., Noorizah, M. N., & Vengadasamy, R. (2014). Application of collaborative learning theory as a learning feature in iREAD UKM: A conceptual framework. In Pixel (Ed.), Proceedings of the ICT for language learning conference. Librariauniversitaria.it Edizioni, 490–493.

Park, J., Yang, J.-S., & Hsieh, Y. C. (2014). University level second language readers online reading and comprehension strategies. Language Learning and Technology, 18(3), 148-172.

Ponce, H. R., Mayer, R. E., & Méndez, E. E. (2022). Effects of learner generated highlighting and instructor-provided highlighting on learning from text: A meta-analysis. Educational Psychology Review, 34, 989– 1024. https://doi.org/10.1007/s10648-021-09654-1

Ruhil Amal, A., Mazura, J. J. M., Azwin Arif, A. R., Mohammad Musab, A. A., & Nor Yazi, K. (2022). Exploration of online discussion forum on reading EST texts for ESL learners. Malaysian Journal of Learning and Instruction, 19(2), 97–122. https://doi.org/10.32890/mjli2022.19.2.4

Ruhil Amal, A., Nor Fariza, M. N., & Afendi, H. (2020). Facilitating online reading comprehension in enhanced learning environment using digital annotation tools. IAFOR Journal of Education, 8(2), 7-27. https://doi.org/10.22492/ije.8.2.01

Ruhil Amal, A., Tuti Ningseh, M. D., Haslina, R., Anis Nadiah, C. A. R., & Afendi, H. (2023). The use of digital annotation tools in improving online public health literacy among youths. GEMA Online Journal of Language Studies, 23(4), 132-151. http://doi.org/10.17576/gema-2023-2304-08

Rumelhart, D. E. (1977). Toward an Interactive Model of Reading In. Dornic, S. (Ed.), Attention and Performance VI, (pp.721-747). Hillsdale, N. J.: Erlbaum Associates.

Sulaiman, N. A., Salehuddin, K., & Khairuddin, R. (2020). Reading English academic texts: Evidence from ESL undergraduates' eye movement data. 3L: Southeast Asian Journal of English Language Studies, 26(1), 60-78 http://doi.org/10.17576/3L-2020-2601-05

Sung, Y.-T., Wu, M.-D., Chen, C.-K., & Chang, K.-E. (2015). Examining the online reading behavior and performance of fifth-graders: Evidence from eye-movement data. Frontiers in Psychology, 6, 1-15.

Thoms, J. J., & Poole, F. (2017). Investigating linguistic, literary, and social affordances of L2 collaborative reading. Language Learning and Technology, 21(2), 139–156. https://doi.org/ 10125/44615

Tseng, S.-S., Yeh, H.-C., & Yang, S.-H. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1), 41-57.

Winchell, A., Lam, A., & Mozer, M. (2020). Highlights as an early predictor of student comprehension and interests. Cognitive Science, 44, e12901. https://doi.org/10.1111/cogs.12901