Integrating Digital Technology and Reading Strategy Instruction to Support ESL Learners’ Reading Comprehension: A Conceptual Perspective

Abstract

Reading comprehension is a fundamental skill in English language learning and plays an important role in learners’ academic achievement. However, many English as a Second Language (ESL) learners continue to experience difficulties in comprehending texts due to limited vocabulary, unfamiliar content, complex language structures, and inadequate use of reading strategies. At the same time, the increasing integration of digital technologies in education has created new opportunities to support language learning and reading development. This concept paper discusses the potential of technology-mediated reading strategies in enhancing ESL learners’ reading comprehension. Drawing upon existing literature on reading comprehension, reading strategies, and digital language learning, the paper explores how technology can be integrated with strategies such as skimming, scanning, identifying main ideas, recognising supporting details, making inferences, and summarising. The discussion highlights the potential of digital tools to provide interactive learning experiences, scaffolding, immediate feedback, multimodal support, and opportunities for learner autonomy. However, the effectiveness of technology-mediated reading instruction depends on purposeful pedagogical integration rather than the use of technology itself. The paper proposes that combining explicit reading strategy instruction with appropriately selected digital tools can provide a more engaging and learner-centred approach to developing ESL learners’ reading comprehension. The paper concludes by highlighting the need for pedagogically informed technology integration and further research into technology-mediated reading practices in ESL contexts.