Evaluating Immersive Reader's Impact on Fourth Grade English Reading Comprehension: A CALL Approach in Context of Pakistan

Abstract

The study aims to examine the effectiveness of using Immersive Reader (IR), created by Microsoft, in improving the reading comprehension ability of 4th-grade students of The Educators School, Islamabad, Pakistan. The research measures reading comprehension, vocabulary learning and pronunciation accuracy. The research design used in this research is pre-posttest with control and experimental design utilizing both quantitative and qualitative data collection methods. The results indicated that students who use Immersive Reader improve significantly in pronunciation correctness, comprehension, and vocabulary skill. Also, the students' feedback shows a positive attitude towards the integration of CALL. Overall, the study highlights the importance of integrating technology, such as Immersive Reader, into language learning to enhance reading skills effectively. English language proficiency is a critical issue in Pakistan, and innovative strategies such as Computer-Assisted Language Learning (CALL) are essential for its solution. Policymakers should focus on making technology a part of language education policies and providing resources and training for language teachers. Incorporation of CALL and policy adjustments can help improve the quality of language teaching in Pakistan, strengthen teachers, and prepare students for success in a globally interconnected world.

Keywords: CALL, Immersive Reader App by Microsoft, Reading skills, Comprehension skills, Vocabulary skills, Pakistan