Abstract
The current study examines whether computer-assisted reading instruction improve L2 reading skills and vocabulary learning. The purpose of the paper is to examine: (1) whether computer-assisted reading instruction (CARI) shows significant difference in reading comprehension, compared to paper-based reading instruction (PBRI); (2) whether CARI results in more gains of hypertext reading performance than PBRI; (3) whether CARI is more helpful to learn vocabularies than PBRI; and (4) how students’ attitudes change towards L2 hypertext reading after the experiment. Sixty-six participants took part in the study and were divided into two groups, one control and one experimental group. Considering the results of reading comprehension, hypertext reading performance and vocabulary learning, this study revealed that the CARI group did not outperform in all the tests except vocabulary. However, in post-testing, both groups performed better after one semester of study than they had in pre-testing. This paper will provide insights on how L2 reading on the computer can be effectively embedded in language classrooms.
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