Correlation between Internet Literacy and Vocabulary Level

Implication towards Reading Comprehension




reading comprehension, internet literacy, vocabulary level, senior high school


In-depth research on reading comprehension receives less attention in basic education, despite the fact that the problem is just as critical, if not more so, in this pandemic era. This study aims to learn the dynamics of reading comprehension to draw a conclusion on the phenomenon. Terry (2022) observed a strong connection between vocabulary and reading comprehension. However, meager studies have correlated two variables – Internet Literacy (IV) and Vocabulary Level (DV) – with combined implications for Reading Comprehension. With the globalization of online learning, urban demography's visibility was catered with 83 Senior High School students as respondents. The data revealed a low correlation. Generally, the high mean for online literacy and high mean in the performed evaluation showed the participants' awareness of how to use the digital side of learning and a decent vocabulary level. Null Hypothesis II was accepted in this research. Interestingly, this low correlation could be affected by the students' internal and external strategies, which created an impetus for their reading comprehension aside from digital utilization.

Author Biographies

Joseph P. Casibual Jr , Western Mindanao State University, Philippines

Joseph P. Casibual Jr., MAELS is an instructor at Western Mindanao State University- Philippines teaching language, literature, and research-related courses. His field of specialization is in linguistics and literature. He’s been doing research on Gender, Folklore, Cultural Studies, and Applied linguistics and have presented in local and international research conferences. He is now currently a candidate of PhD in English major in Literary Studies wherein his dissertation focuses on the Queer scholarship and its phenomenology.

Julrem B. Nacua, Western Mindanao State University, Philippines

Julrem B. Nacua is an undergraduate student under the BSED-English program of WMSU-Molave. His field of interest as a budding researcher focuses on Gender Studies, Literary Adaptation and Language Education.


Abidin, M. J. Z., Pour-Mohammadi, M., Shoar, N. S., Cheong, S. T. H., &Jafre, A. M. (2021). A comparative study of using multimedia annotation and printed textual glossary in learning vocabulary. International Journal of Learning and Development, 1(1), 82-90.

Alemi, M., &Lari, Z. (2020). SMS vocabulary learning: A tool to promote reading comprehension in L2. International Journal of Linguistics, 4(4), 275–287.

Capodieci A, Cornoldi C, Doerr E, Bertolo L and Carretti B (2020) The Use of New Technologies for Improving Reading Comprehension. Front. Psychol. 11:751. doi: 10.3389/fpsyg.2020.0075

Cilento, I & Mota, F. (2020). Competence for internet use: Integrating knowledge, skills, and attitudes. Computers and Education, 1(4), 441-450.

Coiro, J. (2021). Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge. Journal of Literacy Research, 43(4), 352-392.

Ghalebi, R., Sadighi., R & Bagheri, M. (2020) Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7 (1), 24-33. doi:10.1080/23311908.2020.1824306

Hu, M., & Nation, I. S. P. (2020). Vocabulary density and reading comprehension. Reading in a Foreign Language, 23(1), 403-430

Hurwitz, L. & Schmitt, K. (2020). Can children benefit from early internet exposure? Short-and long-term links between internet use, digital skill, and academic performance. Computers and Education, 146 (1), 62-74.

Merez, A. (2020). Palace: Poor Reading Comprehension of Pinoy Students a 'Reality'.

Milton, J., & Hopkins, N. (2021). Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners? Canadian Modern Language Review, 63, 127-147.

Moghadam, S. H. (2021). The relationship between depth and breadth of vocabulary knowledge and reading comprehension.

Nguyen Thi Ngoc Anh, Le Thanh Huyen (2021). Technology in English Education in Remote Mountainous Areas: Being Flexible to Bend. AsiaCall Online Journal

Sharma, D., Sood, A.K., Darius, P.S.H. et al. (2022). A Study on the Online-Offline and Blended Learning Methods. Journal of the Institution Engineers, 16 (4), 1281-1289.

Tan, L. (2020). Correlational Study. In Thompson, W.F. (Ed.), Music in the Social and Behavioral Sciences: An Encyclopedia (pp. 269-271). Thousand Oaks: SAGE Publications.

Tinmaz, H., Lee, YT., Fanea-Ivanovici, M. et al. (2022). A systematic review on digital literacy. Smart Learning. Environments, 9 (21), 577-588.

Tran Quoc Thao, and Nguyen Pham Thanh Tha (2021). Non-English Majored Students’ Use of English Vocabulary Learning Strategies with Technology-Enhanced Language Learning Tools. AsiaCall Online Journal, 17(4), 455-463.

Terry, B. (2022). Vocabulary and reading comprehension. Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.).

Van Lam Kieu, Dang Truc Anh, Pham D. Bao Tran, Vo T. Thanh Nga, and Pham V. Phi Ho (2021). The Effectiveness of Using Technology in Learning English. AsiaCall Online Journa, 12(2), 24-40.

Walker, A., & White, G. (2020). Technology-enhanced language learning: Connecting theory and practice. Oxford: Oxford University

Weganofa, R., & Lutviana.R. (2022). The Correlation Between Internet Literacy and Passive

Vocabulary Size. Lingua Cultura, 12 (4), 339-343. doi:10.21512/lc.v12i4.4113.




How to Cite

Casibual, J. P., & Nacua, J. B. (2022). Correlation between Internet Literacy and Vocabulary Level: Implication towards Reading Comprehension. AsiaCALL Online Journal, 13(4), 44-54.