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Technology integration in language teaching has become a more prominent option for more effective teaching and learning process. However, few studies have examined the use of technology in reading classrooms, especially in the Malaysian context. This study aims to investigate pupils’ perceptions of technology use in ESL (English as a second language) reading classrooms. In order to fulfill the research objective, the research question, ‘What is the perception of Year 6 primary school pupils on using technology in the reading classroom?’ was formulated to guide the study. The present study investigates the pupils’ perceptions towards the integration of technology in reading classrooms by collecting data from 70 participants of a semi-urban primary school in Pahang using a questionnaire that is adapted from the Technology Acceptance Model model. The findings indicated that pupils have positive perceptions towards the use of technology in reading classrooms in terms of perceived usefulness, perceived ease of use, attitude towards the use of technology and behavioural intention of using technology. Significantly, this study’s findings offer teachers and stakeholders with evidence to embrace technology in language teaching. Understanding pupils’ perceptions of technology use in reading in language learning classrooms provide significant information for teachers, school administrators and stakeholders

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There is a growing concern about the level of reading skills in the English language, specifically among primary school pupils in Malaysia. The integration of technology in language learning had proven to facilitate the reading process and indirectly enhance reading comprehension. This study intends to investigate the integration of technology, specifically, Augmented Reality (AR) combine with PowerPoint (i.e., PowerAR) as a learning tool to improve reading comprehension among primary school pupils. A total of 17 primary Year six pupils participated in this study. An intervention was designed to focus on reading lessons that used PowerAR as a learning tool to facilitate reading comprehension among pupils. According to the data analysis of the pre-test and post-test, the PowerAR intervention has somewhat improved the pupils’ reading comprehension skills. The results also showed that the participants had reaped many technological benefits, but some of them needed more assistance and collaborative learning to be implemented in reading classrooms. Theories that emphasised active learning, constructivism, and self-directed learning were key elements of the PowerAR intervention. Reading comprehension improves when students make sense of the reading material by connecting it to prior knowledge and building connections to it. PowerAR demonstrates the versatility of using technology in the language classroom that amplifies language learning. The findings provide insights to teachers, academics, and other interested parties with information on how to employ technology, particularly augmented reality (AR), to enhance reading comprehension and other language skills.