Developing a Technology-Enhanced Programmed Instruction Model for English Reading Teaching
Abstract
The primary objective of this study is to develop a Technology-Enhanced Programmed Instruction (TEPI) Model tailored specifically for English reading teaching. Over the past few decades, the concept of “Technology-Enhanced Programmed Instruction” has gained widespread traction as a framework for effective teaching across diverse educational contexts. However, its broad and inconsistent usage across disciplines has led to conceptual ambiguity, necessitating a systematic synthesis of existing perspectives. This paper first provides a comprehensive overview of scholarly viewpoints on technology-enhanced programmed instruction in English reading teaching, integrating insights from instructional design, cognitive psychology, and second language acquisition. Second, it evaluates key theoretical frameworks in teaching methodology and English language teaching (ELT) to inform model development. Through literature synthesis and expert validation, the study concludes that the proposed TEPI Model is a viable instructional framework for ELT practitioners, with its identified stages uniquely suited to fostering reading comprehension skills.
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