Integrating ER–CALL–PBL for Primary EFL Reading Comprehension and Vocabulary Development
A phase-based instructional framework
Industrial University of Ho Chi Minh City, Vietnam · Online presentation
Reading at the centre.
A conceptual framework connects extensive reading, computer-assisted language learning, and project-based learning through distinct instructional roles. Extensive reading supplies meaning-focused input and fluency practice, selected digital tools support language learning, and projects create opportunities to use reading. A six-phase cycle offers a practical structure for classroom planning.
กรอบแนวคิดที่เชื่อมการอ่านอย่างกว้างขวาง เทคโนโลยี และการเรียนรู้แบบโครงงาน โดยให้การอ่านเป็นแกนหลัก และใช้เทคโนโลยีกับชิ้นงานช่วยต่อยอดการเรียนรู้
How can reading volume, vocabulary support, and meaningful language use connect without overloading young learners?
From an idea
to a learning sequence.
The framework draws on Nation’s Four Strands to balance meaning-focused input, language-focused learning, meaning-focused output, and fluency development.
- 01
Prepare & agree
- 02
Access & motivate
- 03
Sustain extensive reading
- 04
Strengthen understanding
- 05
Create a project
- 06
Present & renew
The learning design, made visible.
A structure to adapt.
- A six-phase instructional sequence with clear teacher, learner, and technology roles.
- Protected reading time, including an illustrative 10–15-minute routine.
- Evaluation that considers outcomes, participation and reading continuity, and implementation evidence.
- Level-appropriate texts, selective technology, non-digital alternatives, and projects grounded in reading.
This is a proposed conceptual framework. The complete model requires classroom implementation, adaptation, and empirical validation.
A practical
takeaway.
Keep sustained reading central. Select digital support around the reading task and use projects to make understanding and vocabulary use visible.
A conceptual synthesis and proposed implementation guidance. The 7-week sequence is illustrative and adaptable within the paper’s 6–10-week guidance.
Maeoka, T., Jitsupa, J., & Techachokwiwat, N. (2026, August 15). Integrating ER-CALL-PBL for Primary EFL Reading Comprehension and Vocabulary Development [Online conference presentation]. The 6th International Conference of TESOL & Education (ICTE 2026), Industrial University of Ho Chi Minh City, Vietnam.