Résumé:
The present study aims to determine whether English as foreign language (EFL) teachers are
aware of the role of digital libraries in developing students’ reading comprehension skills, and
to explore their perspectives regarding the use of these resources in reading instruction. With
the growing integration of digital technologies in education, digital libraries have become
essential platforms offer diverse and accessible reading materials. However, many students still
face difficulties in reading comprehension despite the availability of such tools. This
underscores the necessity of examining the actual impact of need to assess their actual impact
of digital libraries as perceived by teachers. Accordingly, two hypotheses were proposed: EFL
teachers are aware of the role of digital libraries in developing students’ reading comprehension
skills, and EFL teachers have positive attitude towards the use of digital libraries in reading
instruction. To test these hypotheses, data were collected through a teachers’ questionnaire. The
study was conducted with 36 teachers from the department of letters and English language at
the University of 8 Mai 1945. Guelma, during the academic year 2024-2025. The findings
revealed that most teachers are aware of the role of digital libraries and hold generally positive
attitude towards their use in developing students’ reading comprehension. They highlighted
benefits such as flexibility, accessibility, and interactivity. However, some limitations such as
poor internet access, lack of training, and resource costs were also noted. Based on the results,
both hypotheses were confirmed. The study concludes by recommending better integration of
digital libraries in reading programs, training for both teachers and students, and improved
access to digital infrastructure.
