Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance knowledge of TARI research and guide future directions. Design/Approach/Methods This examines 32 peer-reviewed journal articles published between 2000 2020. Each article was analyzed objectives, reading skills, learner demographics contexts, theoretical frameworks, designs, outcomes. Findings A review reveals a strong focus evaluating efficacy through summative assessments, but limited attention learners’ literacy practices interactive engagement digital contexts. Additionally, there is marked lack alternative approaches assessing effectiveness technology promoting ELLs’ progression continued emphasis developing traditional over multimodal literacy. can enhance motivation, foster collaborative learning, provide scaffolding, improve performance, expand semiotic resources. Originality/Value As one first comprehensive methodological reviews TARI, elucidates ELL education era multiliteracy. Results have implications technology-mediated education, which expanded rapidly during COVID-19 pandemic.