Al-Seghayer, Khalid. (2016). Factors that facilitate or hinder the use of computer-assisted reading in the L2 reading classroom. The Reading Matrix: An International Online Journal, 16(2), pp. 64-80.
This article focuses on the multiple determinants that influence the use of computers in English as a Second or Foreign Language (ESL/EFL) reading classrooms. Rather than centering on computer-assisted reading (CAR) techniques, the author examines instructors’ perspectives that contribute to whether or not they implement CAR in the classroom. The author reasons that instructors are “key stakeholders” and that their perceptions and attitudes directly influence their use of CAR (p. 64). To this end, Al-Seghayer distributed surveys to a convenience sample of 70 ESL/EFL instructors. Participants had at least 5 years of experience teaching university-level English, including 3 years teaching reading and at least 2 years of experience using computers in the classroom. The majority of participants were native Arabic speakers, while the rest were native speakers of other languages, including English, German, Thai, and Portuguese. The survey consisted of 37 Likert-scale questions and one open-ended question that served to enrich and elaborate the quantitative survey.
The study presents clear tables outlining each question’s minimum, maximum, mean, standard deviation, and p-value, which corresponded to the author’s original null hypothesis (H0) (ultimately rejected), that “ESL/EFL instructors do not believe time, easy access to computers and software, technical support, knowledge of users, or users’ willingness are decisive factors in choosing to use computers in the L2 reading classroom” (p. 67). The results of this study indicate that the most significant factors indicated by instructors were their own individual characteristics, such as “(a) their degree of openness to change, (b) the ability to use a computer effectively to teach L2 reading, (c) skepticism about the usefulness of computers in teaching, and (d) the relevant technical skills needed to use computers as an instructional L2 reading tool” (p. 76). Al-Seghayer’s study supports previous research in the field and provides an opportunity for practical suggestions to teachers. Specifically, the author indicates that ESL/EFL instructors must receive training, both pedagogically and technologically, to implement CAR, and should consider student differences and text type in order to successfully use computers in the reading classroom.
Using digital tools in the classroom is not intuitive, even for instructors raised in the information age. Al-Seghayer’s quantitative and qualitative research highlights valid concerns of instructors who aim to use computer-assisted reading techniques but lack resources, ranging from basic CAR training to institutional support.