Abstract
The role of technology in language pedagogy and learning is significant both in EFL and ESL contexts. Educational technology facilitates language teachers to enhance their teaching practices by implementing certain strategies to assist learners to achieve their academic goals successfully. However, the adoption and effective use of technology in EFL classes depends on the positive attitudes of the learners. An attempt was made to explore EFL learners' attitude towards technology-enhanced instructions of reading comprehension at Majmaah University, Saudi Arabia. The sample consisted of 60 male EFL learners, divided into two groups. The research tools used for collecting the data were quantitative approach and an attitude scale questionnaire to explore the learners' attitude towards Active Reading Software (ARS) instruction. The experimental group received four-week treatment in the computer labs using ARS. The analysis of data showed positive attitudes of EFL learners toward Active Reading Software as a learning tool in improving reading comprehension achievement.
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