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26 - Reading

from Part VI - Language Skills and Areas

Published online by Cambridge University Press:  15 June 2025

By
Meei-Ling Liaw  and
Sabrina Priego
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
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Summary

Becoming a proficient reader in a new or second language (L2) is a complex process because it requires combining reading resources of both L1 and L2 into a dual-language processing system. Thus, L2 learners need support to overcome linguistic and processing practice limitations to read in a language in which they have yet to become proficient. As new technologies flourish, tools for learners and educators also increase. This chapter describes the background and historical perspectives of applying computer technologies to teaching and learning reading in L2. It then presents a survey of major CALL journals for current research and practices using technologies for L2 reading. Based on the survey findings, the chapter provides suggestions for effective integration of technologies into L2 reading teaching and learning vocabulary and reading comprehension, strategic reading, reading fluency and extensive reading, and motivation. Finally, future directions for applying technologies to teaching and learning L2 reading are discussed.

Keywords

data-driven learningmetacognitive reading strategiescorpus-informed toolsdigital annotation toolsvocabulary and reading comprehensionstrategic readingreading fluencyextensive readingmotivation
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 425 - 443
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Further Reading

This book, edited by Claire Bélisle, analyzes how digital technology has changed today’s reading. Online reading calls for associative thinking and stimulates cognitive flexibility and creativity. The book concludes that reading in the digital age involves mastering the meta-skills required by technological tools.

This chapter first traces the history and applications of corpora and reviews the major contributions of DDL in language learning. Then, it discusses the advantages, problems, and difficulties involved in DDL. Finally, it underlines the limitations of previous studies and provides suggestions for further research.

Bélisle, C. (Ed.) (2011). Lire dans un monde numérique. Presses de l’enssib.CrossRefGoogle Scholar
Boulton, A. (2017). Data-driven learning and language pedagogy. In Thorne, S. & May, S. (Eds.), Language, education & technology: Encyclopedia of language and education. Springer. https://doi.org/10.1007/978-3-319-02328-1_15–1Google Scholar

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