The process of working with texts remains one of the most challenging aspects of foreign language learning. Previous research by scholars such as S. Tonks and T. Guthrie has highlighted the crucial role of motivation in developing reading comprehension skills, emphasizing the need to foster students’ intrinsic interest in reading. In English language instruction, diverse methods and approaches—whether in traditional classrooms or online environments—can be applied depending on learners’ goals, strategies, and resources. Technological advancements have further transformed language education by providing access to vast digital resources, enabling tailored learning practices, and supporting authentic language use through multimedia and online exchanges. Recent contributions from Vietnamese researchers D. C. Tinh and N. T. Nam stress the significance of personalized, technology-mediated learning experiences, while American scholar G. Stanley underscores technology’s role in enhancing lesson quality, resource accessibility, and collaborative learning. Likewise, British researcher Peter Atherton identifies multiple strategies for integrating technology into text-based learning, with gamification proving especially effective in motivating learners and enriching their active vocabulary. Collectively, these insights demonstrate that technology not only addresses challenges faced in traditional instruction but also serves as a powerful driver of learner engagement and motivation in developing reading comprehension skills.  

Reading comprehension, learner motivation, educational technology, gamification

Atherton, P. (2018). 50 ways to use technology enhanced learning in the classroom. SAGE Publications.

Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.

Tinh, D. C., & Nam, N. T. (2020). The role of tailored learning practices in enhancing learner motivation through technology. Journal of Language Teaching and Research, 11(2), 215–223. https://doi.org/10.17507/jltr.1102.06

Tonks, S. M., & Guthrie, J. T. (2015). Motivation, engagement, and achievement in reading: Dealing with difficulties and distress. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 170–187). Guilford Press.