Computer-assisted language learning in reading comprehension by using visual mnemonics A case study of Iranian EFL learners

Abstract

A profitable method to address reading delays is to use computer-assisted learning, but these techniques are not always effective. In this research, the researchers evaluated a commercially available computer system, which uses visual mnemonics, in a randomised controlled trial with 78 English-speaking children (mean age 7 years) who their schools identified as needing reading support.  School based individual tutorials usually took place 2-3 times/week.  Only the experimental group received the intervention in the first 10 months, thereafter both the experimental and control groups received the intervention for 6 months. After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short-term memory and executive loaded working memory. The computer-assisted intervention was effective and this suggests that this medium can be used for reading interventions with English speaking children.