INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 8 No. 3, January 2019, pp. 703-709 Available online at: http://ejournal.upi.edu/index.php/IJAL/article/view/15259 doi: 10.17509/ijal.v8i3.15259 703 * Corresponding Author Email: nitanoviantiwahyu@upi.edu Read alouds 2.0 in an Indonesian tertiary EFL classroom Nita Novianti and Nur Hafiz Abdurahman Department of English Education, Faculty of Language and Literature Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229 Bandung 40154 ABSTRACT Read alouds have long been advocated as a reading practice that is not only appropriate for children but also for adult learners. Empirical evidence shows that reading aloud could be an effective strategy for EFL students’ reading comprehension. However, its practice in EFL literature classrooms has received scarce attention. To fill this practical gap, this article reports on the adoption of read alouds 2.0 in a tertiary EFL literature classroom. The read aloud 2.0 aims to help students make meaning of literary texts. In this practice, blended discussion was carried out through Edmodo as a learning platform for virtual engagement between teacher and students and between students and their peers. The implication of this practice is that both teachers and students maximize their engagement with literary texts both face-to-face and virtually. Keywords: EFL undergraduate students; literature classroom; read alouds 2.0 First Received: 28 June 2018 Revised: 20 October 2018 Accepted: 12 Desember 2018 Final Proof Received: 28 January 2019 Published: 31 January 2019 How to cite (in APA style): Novianti, N., & Abdurahman, N. H. (2019). Read alouds 2.0 in an Indonesian tertiary EFL classroom. Indonesian Journal of Applied Linguistics, 8, 698-704. doi: 10.17509/ijal.v8i3.15259 INTRODUCTION Read alouds have long been advocated as an appropriate instructional practice for not only young learners but also adult students (Dwyer & Isbell, 1989; Sanacore, 1992; Trelease, 2013). College literature teachers who experimented with read alouds found this practice useful in reading classes (Blau, 2003; Sommers, 2005). Sommers (2005), for example, reported that they regularly carried out read alouds in college English literature classes in the first language (English) context, and they reported that reading aloud could engage college students with literary texts. Despite this regular read aloud practice in an inner-circle (English-speaking) context, not much research has showcased how exactly read alouds in tertiary literature classrooms are practiced where English is still socio-politically deemed as a foreign language. Most research on the implementation of read alouds in the tertiary EFL setting focuses on how read alouds can improve such English skills as writing (Tseng, 2014). So far, most of the read-aloud sessions in EFL classrooms are traditionally carried out although technology, such as Web 2,0 can offer a nuanced way of doing read alouds (Abdurahman, Gandana. & Novianti, 2018; Park, 2013; Serafini & Youngs, 2013). The term, technology 2.0 in this article, is defined as a technological tool or platform that allows both teachers and students to create, distribute, and respond to texts. Such technology 2.0 tools as YouTube, Edmodo, and Facebook allow both teachers and students to view the read alouds of certain literary texts, upload their own recording of their reading, respond to e-read-aloud recordings, and search for resources digitally. This technology-mediated learning platform can maximize students’ engagement with their peers and teachers (den Exter, Rowe, & Lloyd, 2012; Kessler, 2009). To design read alouds that are more relevant to technologically- savvy learners, this instructional practice can be integrated with technology 2.0 (henceforth read alouds 2.0) to enable EFL college literature students to increase their participation in meaning making of literary works.