El mohtaref journal of sports vol (09 ) N° ( 04 ) (2022)

Science.Social And Human Science p 504-519

Search information Teaching Reading through ICTs: Computer-

Received:10/07/2022
Based Applications and Software for Reading
Accepted :05/11/2022 Aicha RAFFAS
1
Constantine 1 Univ. (Algeria),email:
[email protected]
Printed ISSN: 2352-989X
Online ISSN: 2602-6856

ABSTRACT
The emergence of Information and Communication Technology (ICT) has revolutionized the
way language skills are taught and learned. ICTs help learners, pre-school and advanced ones,
improve their reading skills by offering comprehensive and evident reading materials together
with voice modifications and picture integration. Furthermore, reading comprehension can be
facilitated by the integration of computer technology because the latter offers tremendous
options for both parents and learners that would help them make the reading process funnier and
fruitful. Reading programs, computer based applications and software are among the options
provided by the integration of ICTs in language teaching and that can alter the way the reading
skill is taught and learned.
Keywords: ICTs, reading skill; computer-based reading applications.

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Introduction
Reading plays a pivotal role in students‘ process of language learning. In
fact it is a part and parcel of it; learning cannot take place without this skill.
Reading is one of the two receptive skills which provide the linguistic input to
those learning English as a foreign language. In his book ―Developing Reading
Skills‖, Watkins (2017) highlighted the social position of reading as a
mandatory source of knowledge in any individual‘s life. He, therefore, stated
that:

Reading and writing are incredible human achievements,

allowing us to communicate across both space and time.
Amongst other things, the magic of reading allows us to witness
history as it was being made, be transported to magical worlds,
gain new knowledge and stay in touch with loved ones when we
are thousands of miles apart . (2017, p.14)

In addition to the great role reading plays in shaping one‘s knowledge of

his world, it plays an undeniable role in determining his academic level. Levine
et al. (2000, p. 1) said, ‗‗The ability to read academic texts is considered one of
the most important skills that university students of English as a Second
Language (ESL) and English as a Foreign Language (EFL) need to acquire‘‘. It
is considered as the foundation of instruction in all the facets of language:
grammar acquisition, vocabulary development, reading, revising and using
computer assisted language learning programs (Mikulecky, 2008). Jarvis and
Pastuzka (2008) also pointed out that reading ability plays a crucial role in
student‘s academic achievement. One of the so many payoffs a foreign
language learners could benefit from reading in a foreign language is an
increase in its vocabulary.
However, despite their awareness of the immense potential of reading,
learners are most of the time less motivated to read. In fact, a number of recent
studies in the field of educational technologies claimed the positive role played
by ICTs in solving that kind of problems. Computers, for instance, can improve
learners‘ reading ability by raising their interest in the material they are about
to read and provide them with the proper feedback on their work (Green, 2005,
p.57).

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1. Reading as a Process

For many, reading is a simple task and it does not require too much to be
performed. However, if reading is that easy, how, then, can we explain the bulk
of reading difficulties addressed in the set of researches especially with foreign
language learners? To get started, reading is a sophisticated task. Watkins
(2017) mentioned that: ―there is a tendency to think of reading as a single skill.
However, reading is complex, made up of a whole range of different
processes.‖ This implies that reading is the result of series of actions taking
place in the mind. Davies (1995, p.1) defined reading as: ―a mental, or
cognitive, process‖ in which a reader tries to understand, decode or interpret a
message written by a give, writer. Goodman (1967, p.113) illustrated this
process as follows: graphic code decoding meaning. That is to say,
reading is a matter of deciphering written symbols to understand a text.
Al-Mutawa and Kailani (1989) explained reading by stating that it is an
operation that includes a group of ―subsidiary skills‖ like: the identification of
the letters (the alphabetic system), the association of written symbols with the
linguistic elements, in addition to the cognitive understanding and eye
movement.
Therefore, Birch (2007, p.1) suggested three models in order to explain
the process of reading. He noted that these three metaphors demonstrate in a
graphical manner all that is related to reading as a process. In doing this, he
stated that it is better to think of reading as an ―information processor‖ and as a
type of ―expert decision maker‖. The first of these models was called by Birch
(2007) ―the interaction information processing metaphor‖. (Figure 1)

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Figure 1: A hypothetical model of the reading process with some sample

processing strategies and types of knowledge. (Birch 2007, p.3)

As it is exhibited in the above figure, this model of reading is made up of

two sides; one is called the knowledge base while the other is called the
processing strategies. According to Birch, text comprehension has to go
through some processing mechanisms to the knowledge base because this latter
cannot be enough for the reader to be able to understand the text. Moreover,
Birch (2007) adds that in order for the reader to apprehend the meaning of any
written language; be is a text, a sentence or any form of written language, the
reader has to make use of the processing strategies he acquired or learned
together with the knowledge base.
Furthermore, Birch (2007) stated that for a reader to be able to form a
general understanding of a given text, he needs to make use of the top and the
bottom of the model in a parallel way. That is to say, the processor or the
reader can guess what the text is about and also the intentions of characters in
addition to the relation of the events using the top of the model; cognitive
processing strategies and world knowledge. The bottom of the model; however,
allows the reader to transform ―squiggles‖ from a page into meaningful signs
with the use of language knowledge and language processing strategies. Birch
(2007) concluded that for the reading process to be effective, information has to
be flowing in the two directions; downward (from the top to the bottom) and
upward (from the bottom to the top).

2. Difficulties in Reading Comprehension for Foreign Language

Learners

Apropos the above definitions and explanations of the reading process, it

is clear that this skill is not as simple as one may think. Learners of English as a
foreign language and especially Arab ones find it hard to reach the level
comprehension and fluency in reading texts. Al-Mutawa and attributed these
Arab learners‘ difficulties with reading to the absence of one-to-one correlation
between the sound and the written symbol. Examples include:
 the sound of ‗c‘ in words like car, core or city;
 the different sounds of the grapheme (gh) in enough, tough, night and
hiccough,
 the final silent (e) which signals a change in vowel sound in
mad/made, not/note, bit/bite, cut/cute, etc.

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Vocabulary knowledge can either facilitate or impede the comprehension

of an L2 text. Laufer (1997, p. 31), one of the pioneers in the field of
vocabulary research, noted that, ―By far the greatest lexical obstacle to good
reading is insufficient number of words in learners' lexicon .Lexis was found to
be the best predictor of success in reading, better than syntax or general reading
ability‖. A good vocabulary size facilitates text comprehension and when
someone misses the proper lexical knowledge about a given topic, he
subsequently fails in attaining the signification of the text.
Scholars such as Chall (1987) and Nation (2001) talked about the fact that
the relationship between vocabulary size and reading comprehension is not
―one sided‖ (Nation, p.238). They are necessary for each other‘s development
and enhancement; a rich vocabulary is mandatory for a successful reading and
the latter is a contributing factor in enriching one‘s vocabulary knowledge.
Chall (1987) and Nation (2001) have also mentioned that when the text
contains words that do not exist in one‘s lexicon, that may stand in the way of
understanding the text.
Researchers have also talked about the role reading plays in maximizing
somebody‘s vocabulary size; the more one reads the greater his vocabulary
stock will be. Reading is the first thing to be recommended for those who are
willing to learn a foreign language and use its vocabulary. According to Nation
(2001), learners incidentally acquire small portions of words while reading. He
believes that as they increase the number of intelligible texts, the more these
amounts will increase. That is to say, one of the effective ways for increasing
vocabulary size and knowledge is reading; the more a learner reads, the larger
is his vocabulary stock.

3. Information and Communication Technology in Education

Education has always been taken as the corner stone necessary for the
development of any nation. Therefore, specialists in the field have put on too
much endeavor to come up with the most effective tools to improve its quality
which led to the appearance of technology in the scene. Subsequently, the
integration of technology in education has come to be known as ―instructional
technology‖. Technology is defined as the feasible implementation of
knowledge especially that related to a specific area (Merriam-Webster, 2018).
Hence, by combining technology with instruction, instructional technology
would refer to the practical application of knowledge of instruction.

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Therefore, using technology or ICTs in education can contribute

significantly to increasing its quality. According to UNESCO (2006, p.1), ―It is
instrumental in increasing productivity, efficiency, competitiveness and growth
in all spheres of human activity‖. As far as the implementation of ICTs in
education is concerned, UNESCO stated that it: ―can implement, enrich and
transform education for the better‖. The use of ICTs in education implies the
use of any technological means in instruction including phones, TVs, videos,
CDs and the like. Computer has always been considered an important tool in
teaching especially in foreign language teaching. Computers, with the abundant
resources and applications it brought dominated the field of foreign language
teaching and paved the way to extra changes to be made at the level of the
practice.

4. Computer Assisted Language Learning

As technology in general was being embraced by the field of education
for its advantages, computers have been adapted as a significant and a musty
educational tool considering its various features. In his article ―A History of
Instructional Media and Technology‖, Reiser (2001) stated that computers have
come to replace any form of audiovisual techniques and became a popular tool
ever since. The application of computers in the different fields has led to
positive and satisfying results. As far as education is concerned, Underwood
(1984, p.33) stated that the merging up of technology with instruction and more
particularly foreign language teaching would bring up fresh variations.
Therefore, the term used to refer to the branch of study which deals with
the integration of computer technology in the field of language teaching is
―CALL‖; Computer Assisted Language Learning. The well-accepted broad
definition was proposed by Levy (1997, p.1) which states that CALL is: ― the
search for and study of applications of computer in language teaching and
learning‖. This definition refers to the fact that CALL is a multidisciplinary
field that receives contributions from areas such as; psychology, applied
linguistics, instructional technology, artificial technology and others. Yet, the
acronym CALL was not a permanent one; change of focus and the
development of new technologies called for some adjustments at the level of
labeling. The adaptation of mobiles as instructional tools added the term
MALL to the list (Mobile Assisted Language Learning). Since that the use of
technology is not only limited to computer, web-enhanced learning through
computers was also suggested (Thomas, Reinders and Warschauer, 2013, p.20).

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5. Computer Assisted Language Learning and the Reading Skill

Reading as a language skill plays a pivotal role in the process of foreign

language learning as it is a key source of language input in addition to listening.
Levine et al. (2000, p. 1) said, ‗‗The ability to read academic texts is
considered one of the most important skills that university students of English
as a Second Language (ESL) and English as a Foreign Language (EFL) need to
acquire‘‘. It is considered as the foundation of instruction in all the facets of
language: grammar acquisition, vocabulary development, reading, revising and
using computer assisted language learning programs (Mikulecky, 2008). Jarvis
and Pastuzka (2008) also pointed out that reading ability plays a crucial role in
student‘s academic achievement. One of the so many payoffs a foreign
language learners could benefit from reading in a foreign language is an
increase in its vocabulary.
However, despite their awareness of the immense potential of reading,
learners are most of the time less motivated to read. In fact, a number of recent
studies in the field of educational technologies claimed the positive role played
by ICTs in solving that kind of problems. Computers, for instance, can improve
learners‘ reading ability by raising their interest in the material they are about
to read and provide them with the proper feedback on their work (Green, 2005,
p.57). Additionally, educators such as Altman (1972) stated that individualized
instruction is one of the advantages offered by computer technology. As
opposed to differentiated instruction, individualized instruction is a system
where the choice of objectives, materials, and all aspects of the classroom is
based on the features and needs of learners (Altman, 1972). That is to say,
using the 21th century technology, teachers are going to focus on the abilities
and interests of each individual learner.
The reading skill can be facilitated by the integration of computer
technology for these latter offers tremendous options for both teachers and
students that would help them make the reading process more funny and
enjoyable. Nuttal (2005) postulated that, ―the aims of reading program are to
enable students to enjoy (or at least feel comfortable with) reading in the
foreign language, and to read without help unfamiliar texts, at appropriate
speed, silently and with adequate understanding‖. Reading with the aid of
computer based applications does not only solve the various reading issues
learners encounter it also makes it faster and funnier which is almost possible
when reading takes place in traditional contexts. Also, Marzban (2011)
compared the performance of the experimental group which was taught reading
by means of computers with that of the control group. According to him, there

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was a significant difference between the results reported by the two groups
stating that computers are effective tools for teaching the reading skill.
In an attempt to evaluate the extent to which computer technologies can
contribute in improving learners‘ reading skills, researchers such as Bateineh
(2014), Auzar (2013) and many others conducted studies in which they probed
the influence of multimedia and hypermedia technologies on students‘ reading
achievements. The findings revealed that there was a progress in learners‘
reading achievements after they had been exposed to these technologies.
Hypermedia annotations or glosses, compared with the usual glosses make the
process of checking the meaning of unknown words easier and not time
wasting. The same for multimedia; when a given text is backed with some
pictures or an audio script related to the topic, reading will be very effective.

6. Computer-Based Reading Software Programs

Since the emergence of technology and its use for pedagogical reasons,
many options kept appearing on the field including those designed for the
facilitation of reading. Many studies discussed the effect of different computer
based softwares for reading such as Hot Potatoes, ABC Mouse, Starfall and
other educational tools.

6.1. Hot Potatoes

The Hot Potatoes program is an educational tool that comes with a variety
of options for practices. The Hot Potatoes suite includes six applications,
enabling you to create interactive multiple-choice, short-answer, jumbled-
sentence, crossword, matching/ordering and gap-fill exercises for the World
Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or
project you like. It is not open-source. Different studies have discussed the
utility of Hot Potatoes in improving reading skills. A recent study published in
2018 by AbduAllah Farih probed the efficacy of this educational software in
teaching reading. The researcher studied whether or not the software had a
positive impact of 28 students‘ comprehension of descriptive texts. The sample
of the study was divided into a control group and an experimental group. The
findings; therefore, proved that using Hot Potatoes as a tool for improving the
reading performance of students in the treatment group.

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Figure 2: A Screen Shot of the Hot Potatoes Software.

Another study carried out by Herawati and Pariyanto in 2020 has also
explored the benefits of using Hot Potatoes to enhance EFL secondary school
students‘ reading. The given results also supported the use of this authoring
tool to teach reading in an EFL class. Vargas and Monge (2014) investigated
the role Hot Potatoes can play in designing didactic units to teach reading
comprehension. They stated that the implication of this program has a lot of
positives. They said that thanks to the varieties of exercises added to the
program can be opened in HTML format which makes them editable and
customized. Not only that, this tool can also be used to enhance students‘
listening skills by adding audio files and videos. Moreover, Vargas and Monge
(2014) noted that Hot Potatoes boosts teachers‘ creativity by allowing them
design and customize activities to what suits their students‘ needs. As far as
reading is concerned, the authors said that this tool helps enhance students‘
reading comprehension thanks to the different activities which target the
different levels of students‘ comprehensions.

6.2. Starfall
This free, computed-based application is not dedicated to teach reading to
EFL students per se. It mainly targets emergent readers. This tool was launched
in September 2020 and it was designed to teach children language arts and
mathematics.

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Figure 3: A Screen Shot of the Starfall Software.

Starfall offers reading practices for beginner readers starting from small
units of words starting from alphabets, to phonics to whole short stories.

Figure 4: A Screen Shot from Starfall Sofware.

When choosing the fourth option, Fluency and Comprehension, users can
access to a list of short plays which allow children to practice both reading and
listening skills. The following screenshot shows how the process goes.

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Figure 5: A Screen Shot from Starfall Software.

As we mentioned earlier, this program is primarily designed for children

to train for reading and get used to it gradually. It does not require
programming skills or high level of linguistic knowledge. Children can learn
reading in a fun way and step by step.
6.3. ABC Mouse

ABC Mouse has long been the favorite learning app for many parents and
children. It was created for kids between the ages of 2 to 8. A research study
commissioned by the Early Age education experts investigated the effect the
implication of ABC Mouse on kids reading performance. According to the Age
of Learning website, ABC Mouse was designed to contain a curriculum that
does not only teach reading but also mathematics, science, art and other topics.
The learning resources available at ABC Mouse can be books, puzzles in
addition to vocabulary tasks.
Zamora and Pittman (2018) published an article studying the effect of this
app in addition to Starfall. They reported that the use of these programs helped
increase kids‘ reading performance with 85%. According to the Age of
Learning blog, a couple of studies were carried out in many USA schools on
the efficacy of ABC Mouse in teaching school children the basic skills of
reading. They summed up the findings in the following notes:
 ABCmouse.com accelerates learning, with children developing early
literacy and math skills significantly faster as a result of using the
curriculum.
 ABCmouse.com helps children make significant gains in phonics,
vocabulary, literacy, and other reading skills, as well as numeracy and
other key math skills.
 Children who regularly use ABCmouse.com at home score more than
50% higher on several reading and math skills—on some skills, more
than 80% higher—than peers who have not yet used the curriculum.

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6.4. Duolingo ABC

Figure 6: A Screen Shot from Duolingo ABC Software.

Duolingo is a famous learning app that is used by over 500 million users
worldwide, according the Duolingo Language Report (2020). It was created in
2011 to help users of whatever language background to learn foreign languages
from basics. Duolingo ABC was launched by the uolingo company in 2020 to
teach kids to love reading and to polish their learning skills especially during
the lockdown of schools during the Covid19 pandemic. According to their
blog, Duolingo creators reported the findings of a survey carried out by
National Assessment of Educational Progress concerning kids and students
reading performance. The findings showed that children‘s motivation to read
has dropped. That is how they came up with the idea of designing the Duolingo
ABC app for reading.
A study conducted by the Education Development Center with the
association of Duolingo revealed that this app helped a group of kids to
increase their reading literacy by 28% within 9 weeks. DiCostanzo, Shih and
Klionsky, the three producers of Duolingo ABC, reported that before the
creation of this app, they questioned 100 parents about their kids reading
challenges. The answers agreed on the fact that these parents lacked knowledge
on how to teach reading to their kids who spend most of their time in screen.
They reported that they wanted their children to use their screen time to have
fun and learn at the same time.

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Duolingo ABC provides children with the essentials of reading skill

starting with the recognition of symbols making up the phonetic sounds and
letters. Teaching kids the phonetics is just a means to an end. The aim is to
make them ready for comprehension of texts. That is why, the designers of
Duolingo ABC included mini-stories for the different units of Duolingo
curriculum.
Conclusion
Implication ICTs can be difficult sometimes and requires some digital
skills. However, the set of the self-learning applications we explored in this
short paper are examples of educational tools which can be used by parents and
their children without having to know much about programming. Reading as a
skill is mandatory for effective learning especially of in a foreign language.
Yet, EFL learners show some reluctance and fear when it comes to reading a
text or answering its comprehension questions. That is why, it is quite
important to start teaching this vital skill at early stages. Since the Algerian
Ministry of Education is intending to add English to the primary school
curriculum, parents need to know about the availability of such free programs
and games which do not only teach children the ABCs of learning but also
make the learning journey fun.
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