READIBUDDY: A Culturally Relevant Literacy Tool for Empowering Malaysian Girls

Authors

  • Kumutha Raman

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Jane Xavierine M Xavier

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Nur Izzati Khairuddin

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Harwati Hashim

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Solomon Arulraj David

    Faculty of Education, The British University in Dubai, Dubai 345015, United Arab Emirates
  • Geoffrey Rhoel C. Cruz

    School of Foundational Studies and Education, Mapúa University, Manila 1002, Philippines

DOI:

https://doi.org/10.30564/fls.v7i12.11577
Received: 11 August 2025 | Revised: 10 September 2025 | Accepted: 12 September 2025 | Published Online: 14 November 2025

Abstract

Literacy development remains a critical challenge among young learners in rural Malaysia, particularly for girls who face sociocultural barriers, limited exposure, and a lack of relatable reading materials. Existing English language tools are often generic and fail to align with the linguistic needs and cultural realities of underserved communities. As a result, girls in Orang Asli and remote regions experience lower reading motivation and higher dropout rates. This study examined whether a culturally grounded, scaffolded digital literacy platform could improve English reading proficiency, motivation, and identity affirmation among rural Malaysian girls. To address this aim, the ReadiBuddy platform was developed and piloted over six weeks of classroom and home-based learning. ReadiBuddy features localized stories across three genres (Fantasy, Science, History), scaffolded by CEFR levels (A1–B2), bilingual toggling, pronunciation playback, comprehension quizzes, and a gamified interface. Teachers supported the implementation using a real-time dashboard and differentiated instruction tools. Findings revealed significant improvements in reading proficiency, learner engagement, and cultural connection. Students responded positively to the use of Malaysian female heroes and culturally familiar narratives, while teachers viewed the platform as a practical supplement for under-resourced classrooms. The results also reflect key principles in second language acquisition, including scaffolded comprehensible input, code-switching strategies, and the role of learner identity in literacy development. ReadiBuddy contributes to SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequality). It exemplifies a socially responsive and pedagogically sound innovation that bridges literacy gaps through engaging, inclusive, and contextually relevant digital learning, thus empowering a generation of confident, literate girls.

Keywords:

Literacy; reading tool; Scaffolding; Malaysian Female Heroes; Rural learners; Digital learning

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How to Cite

Raman, K., M Xavier, J. X., Khairuddin, N. I., Hashim, H., Arulraj David, S., & Rhoel C. Cruz, G. (2025). READIBUDDY: A Culturally Relevant Literacy Tool for Empowering Malaysian Girls. Forum for Linguistic Studies, 7(12), 1132–1146. https://doi.org/10.30564/fls.v7i12.11577

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Vol. 7 , Iss. 12 (December 2025): In progress

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Copyright © 2025 Kumutha Raman, Jane Xavierine M Xavier, Nur Izzati Khairuddin, Harwati Hashim, Solomon Arulraj David, Geoffrey Rhoel C. Cruz

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