Journal of English Teaching and Learning Issues 27 Copyright © 2025 The Author(s). Published by Journal of English Teaching and Learning Issues (JETLI). This is an Open Access article distributed under the terms of Creative Commons Attribution-ShareAlike 4.0 International License (CC BY- SA 4.0), which permits to copy and redistribute the material in any medium or format. It also allows remixing, transforming, and building upon the material for any purpose. Journal of English Teaching and Learning Issues, 8 (1) page 27 – 42, 2025 ISSN: 2615-3920 EISSN: 2685-4473 | DOI: 10.21043/jetli.v8i1.23685 Beyond Words: Teaching English and Promoting Religious Moderation through the Reconstruction of Reading Texts Marisa Fran Lina 1 , Sri Rokhmiyati 2 , Eni Suriyah 3 1, 2 Dakwah Management Department, Dakwah Faculty, Universitas Islam Negeri Salatiga, Indonesia 3 As-Surkati Tahfizul Qur’an Elementary School, Salatiga, Indonesia Contact: Marisa Fran Lina marisafl@uinsalatiga.ac.id How to cite: Lina, M. F., Rokhmiyati, S., & Suriyah, E. (2025). Beyond words: Teaching English and promoting religious moderation through the reconstruction of reading texts. Journal of English Teaching and Learning Issues, 8(1), 27–42. http://dx.doi.org/10.21043/jetli.v8i1.23685 ABSTRACT The character value of tolerance among students has been eroded by the challenges of this disruptive era, necessitating efforts to reinforce it through religious moderation. Meanwhile, English texts can be a solution to instilling religious moderation on a larger scale. Besides, it enriches students’ English skills. However, English reading text with Islamic value is limited and difficult to find. As a result, this study aims to remake texts using religious moderation for English learning and reveal the role of technology in reconstructing religious moderation reading texts. The qualitative descriptive method is used, and the data collection techniques were interview, observation, and documentation. The finding shows a five-phase framework for developing religious moderation-oriented reading texts: (1) selecting and adapting English texts from verified online sources, (2) conducting a needs analysis aligned with foundational and core competencies in reading skills, (3) contextualizing religious moderation principles into the texts, (4) embedding moderation values through deliberate modifications to narrative elements (e.g., characterization, settings, and plotlines), and (5) designing evaluative quizzes to assess both comprehension of moderation values and English proficiency. This systematic approach ensures the dual pedagogical objectives of fostering religious moderation awareness and enhancing literacy skills are met through culturally responsive material design. In addition, the technology helps the teacher in recreating the English text activity, specifically in searching for relevant and credible reading text resources. It also enhances teachers' creativity to present a more interesting text and quiz. KEYWORDS: Religious moderation; Reading texts; English learning; Technology in education ARTICLE HISTORY: Received: January 13, 2025 Accepted: May 25, 2025 Introduction In the "era of disruption", the world is facing many challenges today, which are felt in all sectors, including in education. The era of uncertainty is another name for this period of disruption (Hasan & Rais, 2022). The advancement of technology in human life is what defines the era of disruption (Hussin, 2018; Salsabila et al., 2020). Disruption is the cornerstone of