The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

This study qualitatively explores learners’ perceptions of using English digital media materials integrated with text-based reading activities in a college English reading course to provide a nuanced understanding of their media-integrated experiences. The thematic analysis revealed that learners perceived English videos as “multimodal scaffolding” that facilitated global context comprehension and reduced cognitive load, rather than a direct substitute for text. However, perceptions regarding the timing of video presentation and subtitle use varied significantly based on individual proficiency and prior learning habits. Notably, a gap was identified between the instructor’s pedagogical intent and the students’ actual experience; learners often prioritized videos as a “psychological refreshment” and their engagement was heavily dictated by the direct relevance to assessment. These results suggest that for digital media to be truly effective, it must be structured as a task-oriented activity clearly aligned with learning objectives and evaluation systems. This research provides essential pedagogical implications for designing more reflective and learner-centered English reading curricula.