The premise of this research is that analytical and extensive reading in a digital environment might be used to facilitate second language acquisition at the tertiary education level. Despite the general orientation toward communicative methods in modern second language acquisition, reading methods and techniques have seen an unexpected yet very productive comeback in recent years. A regression analysis of the data gathered from three focus groups of learners (2018-2020) at an institution of higher education in Russia suggests that analytical and extensive reading (based on Adler's method) may be associated with relatively better performance in reading tasks of all types of Cambridge Assessment certifications. The inference should be drawn that limited exposure to analytical and extensive reading of the original works of literature by three focus groups during the second and the third years of study may facilitate the preparation for the Reading and the Use of English/Reading sections of CAE, CPE, and IELTS Academic. The results suggest that reading plans and book profile creation activities, as well as extensive and analytical reading practice in a digital environment, may be used as relatively effective tools of second language acquisition.