The Impact of Read-Aloud Activities Using Microsoft Teams Reading Progress on English Reading Comprehension and Learning Attitudes among Japanese High School Students

This study examined the impact of read-aloud activities using Microsoft Teams Reading Progress on reading comprehension and learning attitudes among Japanese high school students. Twenty-eight male students participated in a six-week intervention with four weeks of read-aloud activities and a pre-test and a post-test with six questions selected from an official TOEIC Bridge practice book and a post-intervention survey. A paired t-test showed a statistically significant difference between pre-test and post-test scores (t (27) = -2.862, p = .008, Cohen’s dz = -0.541). The effect was negative, and reading comprehension scores decreased after the intervention. Despite the decrease in comprehension scores, qualitative data showed perceived improvements in motivation and oral reading skills. Correlation analysis represented weak association between Microsoft Teams Reading Progress scores and reading comprehension gains. Qualitative findings suggested perceived benefits in pronunciation, fluency, motivation, and learner autonomy. These results imply that although read-aloud activities with Microsoft Teams Reading Progress in the short term may not improve reading comprehension, students appeared to have fostered positive attitudes and oral reading skills. Longer interventions and integrated strategies targeting vocabulary and deep processing are recommended to enhance reading comprehension outcomes.