Abstract: This study examined the use of ReadTheory, a Computer-Assisted Language Learning (CALL) platform, to support English reading development at a Saudi technical college. Two EFL classes were compared in a quasi-experimental design, where one followed regular instruction and the other completed weekly ReadTheory sessions. Reading proficiency was assessed using the Cambridge B1 Preliminary Reading section before and after the intervention, and results were analyzed with standard parametric and non-parametric tests in Excel. The ReadTheory class showed significantly stronger gains than the control class. A companion student survey indicated generally positive perceptions of the platform, especially enjoyment, interest, and practice, although motivation from badges and progress reports was mixed, with most students still rating them positively. Even with generalizability being somewhat limited by the small, all-male sample and the use of intact classes, the findings suggest that ReadTheory can be a practical classroom supplement when teachers guide its use, while also pointing to the need for ways to boost students’ motivation beyond course requirements.
Keywords: ReadTheory, Saudi Arabia, Computer-Assisted Language Learning (CALL), English as a Foreign Language (EFL), reading comprehension, quasi-experimental research.
Title: The Impact of ReadTheory.org on Reading Skills at a Saudi Technical College
Author: William D. Monroe, Jr., Reema Nofal
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 158-165
Research Publish Journals
Website: www.researchpublish.com
Published Date: 20-October-2025
