The rapid development of digital technology has changed the way students access and interact with information, including reading materials. In EFL learning, students increasingly use digital devices to access and read English materials. However, the relationship between digital reading, reading awareness, and reading avidity among vocational high schoolstudents hasreceived limited attention. Therefore, thisstudy aimed to investigate the relationship between digital reading and reading awareness as well asthe
relationship between digital reading and reading avidity among EFL earners. This study employed a quantitative correlational design involving 107 students from the Computer andNetworkEngineeringDepartment(TKJ) ofStateVocational High School 2 Palembang selected through purposive sampling. The data were collected using a 37-item questionnaire adapted from the English and Electronic Reading Strategies Inventory (EERSI) and the Self-Report Habit Index for Reading (SRHI-R). Since the data were not
normally distributed, Spearman rank correlation was used to analyze the data. The findings revealed a very strong positive and significant relationship between digital reading and reading awareness (r = .832, p < .001) and a strong positive and significant relationship between digital reading and reading avidity (r = .744, p < .001). These findings indicate
that students with better digital reading practices tend to demonstrate higher reading awareness and stronger reading avidity. Therefore, digital reading plays an important role in fostering students' strategic reading awareness and positive reading habits in EFL learning.
Keywords: digital reading, reading awareness, reading avidity, EFL learners,
correlational study