Effects of computer-assisted language learning (CALL) on reading comprehension

Introduction
The use of computer in language learning has become increasingly important as it helps to simplify the teachers’ works and enhance students’ learning. Schools nowadays have develop a lot of courseware to help students grasp the learning efficiently and lessen the burden of the teachers. In language learning, teachers normally use computer to facilitate students in reading comprehension because the computer can help the students in term of finding meaning of unfamiliar words. This paper is intended to review several articles on the topic of the effect computer assisted language learning (CALL) on reading comprehension.

Reading Comprehension
Reading comprehension is one of the major components in English language especially for students. It is comprehensible that for a student to understand a text, he/she needs to have a good skill of reading comprehension. According to Snow (2002), he defines reading comprehension as the process of concurrently breaking down and building meaning through interaction with printed language. This includes three parts: the reader, the text, and the lesson (as cited in Stephanie L. Gilbert, B.A. 2008, pg 7). For the students to have better comprehension on the text, the student are encouraged to read it several times and by doing that, their fluency will also increase. According to Cates & Rhymer (2006) Fluent reading is also highly predictive of later reading achievement and necessary for later academic success (as cited in Starr E. Keyes, M.Ed, 2010, pg. 4). It is prove that by reading text repeatedly, it will enhance students’ ability in speaking and their understanding of certain text. Furthermore, Stahl (2004) also cited numerous studies that have demonstrated that students who read connected text repeatedly or with assistance show increases in both reading comprehension and fluency measures (as cited in Starr E. Keyes, 2010, pg 5)

Computer Assisted Language Learning
Most of the schools in Malaysia nowadays have the accessibility to the computers. State government and schools received a lot of funding to build up computer lab for the betterment of the students. According to Stephanie L. Gilbert (2008) now that computers are readily available in most schools, teachers can use computers to have their students create many different types of graphic organizers, including PowerPoint presentations and Publisher projects. Though traditional graphic organizers (the paper and pencil variety) are useful and still relevant, the digital kind offers unique advantages. In addition teachers can use computers in their reading curriculum in many ways, including modes of instruction, student work, and assessments. Computer technology allows students to encounter information in more than one way at a time, which helps make what they learn more meaningful and easier to remember (Stephanie L. Gilbert, 2008)
Labbo, Love, and Ryan (2007) stated that by adding computer programs rich in multi-sensory elements is an effective way to captivate students and to maximize their potential to learn (as cited in Stephanie L. Gilbert, B.A. 2008 pg 11). Teachers also have to take note that in choosing computer software, there are several things that have to be put in mind. According to Lange, McPhillips, Mulhern, & Wylie, (2006) when teachers choose what mode of computer-assisted-instruction or activities to use, they need to include only what will enhance, not overshadow their curriculum (as cited in Stephanie L. Gilbert, 2008, pg. 9). By using technology in the classroom, teacher can get a lot of benefit from it. Lee & Vail (2005) stated that by using technology within a classroom could save instructional and preparation time for teachers (as cited in Starr E. Keyes, 2010, pg. 51)
Despite of all the positive connotation there are several problem faced by the students in rural areas where there are no access to the technology. Children who live in suburban neighborhoods are often afforded greater opportunities than those who live in urban or rural areas (Starr E. Keyes, 2010). Government need to address this issue so that the students in Malaysia will have equal opportunity in education.

CALL and Reading Comprehension
CALL can be very helpful in teaching language to the students. However, this paper will focus on the effect of CALL towards reading comprehension. There are quite a number of researches that has been done in the subject matter. According to Angela D. Whitaker (2009) in her research on ‘The Effects of Computerized Reading Instruction on Comprehension of Second Graders’ the data for all six participants indicate the Read Naturally computer software program did have a positive effect on increasing their reading comprehension during treatment. Accept that, another research by Ae- Hwa Kim, Sharon Vaughn, Janette K . Klingner, Althea L. Woodruff, Colleen Klein Reutebuch, and Kamiar Kouzekanani (2006) revealed a statistically significant difference between intervention and comparison groups’ reading comprehension ability where there is a significant increase in their comprehension results.
However despite of all hypothesis in other researches prove to be accurate, Stephanie L. Gilbert, (2008) stated that an analysis of covariance (ANCOVA) from her research showed that there was no significant difference in the reading comprehension of students who received computer-assisted-instruction and the reading comprehension of students who did not receive computer-assisted-instruction. It is mean that CALL did not always helpful in reading comprehension and there is some software that did not produce desirable outcome.
Conclusion
As a conclusion, CALL can be very beneficial to the teachers and students. There are a lot of software and website that proves to be helpful in term of English language learning. Researches shown that computer software does help students in enhancing their reading comprehension ability. In the globalize world nowadays, students can easily get carried out by irrelevant activities that can be done using computer. To make sure that the students really working on their task and learning process, teachers need to constantly monitor their students’ activity.
However, there are also some financial and technical set back that need to be address by the government in providing facilities such as computers for the schools. Schools in urban areas are regarded as the best school because they are showered with a lot of help from the government but rural schools did not have the privilege and that is why they cannot produce really good students.  
References
Ae- Hwa Kim, Sharon Vaughn , Janette K . Klingner, Althea L. Woodruff, Colleen
Klein Reutebuch, and Kamiar Kouzekanani (2006). Improving the Reading Comprehension of Middle School Students with Disabilities
Through Computer-Assisted Collaborative Strategic Reading. Retrieved on 15 February 2011 from www.u.arizona.edu/.../Improving%20the%20Reading%20Comprehension.pdf

Angela D. Whitaker (2009). The Effects of Computerized Reading Instruction on
Comprehension of Second Graders. Retrieved on 12 February 2011from http://etd.ohiolink.edu/send-pdf.cgi/Whitaker%20Angela.pdf?osu1250618139

Douglas McCoy, Diane Hardenstein,and Kristi Bevis (2007).Case Study: High
School Reading Academy Engages Readers with Computer and Audio Books. Retrieved on 19 February 2011 from www.donjohnston.com/pdf/start.../Start_to_Finish_Case_Study.pdf

Starr E. Keyes, M.Ed (2010).The Effects of a Computer-Assisted Reading Program
on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. Retrieved on 15 February 2011 from http://proquest.umi.com.ezaccess.library.uitm.edu.my/pdf/6c39c83c01e85981ddf5b59aead5c6fa/1298404970//share4/pqimage/pqirs101v/201102221432/49993/2786/out.pdf


Stephanie L. Gilbert, B.A (2008). An Examination of the Effects of Computer-
Assisted Instruction on Reading Comprehension. Retrieved on 18 February 2011 from http://proquest.umi.com.ezaccess.library.uitm.edu.my/pdf/b1ed07f2ec94ff3a770c668dc9067ea6/1298394871//share3/pqimage/pqirs101v/201102221144/31676/18081/out.pdf