Situating Learning in Technology: The Case of Computer-Mediated Reading Supports

Abstract

The present study investigated a theoretical connection between computer technology and reading comprehension. Current models of reading emphasize the interactive nature of reading and constructive nature of comprehension. It is hypothesized that situating learning in technology creates favorable environments for beginning foreign language readers that permit them to explore the opportunities available for skilled readers and helps them overcome various text-based and knowledge-based comprehension problems. The findings indicate that of the three computer-mediated reading supports chosen for the study, the glossary support was the primary contributors to comprehension enhancement. Recommendations for future research are given as well as theoretical and pedagogical implications for second language instruction.