Drawing on the nonlinearity and dynamicity of second language (L2) motivation and individual differences, the present study introduced and examined the computer-assisted interactive reading model (CAIRM) incorporating computer-assisted language learning (CALL) tools and affordances to assist reading comprehension in blended and distance learning contexts. The CAIRM aims at incorporating CALL tools and affordances to move L2 readers from strategic (conscious, deliberate, intentional) to automatized (reading without employing conscious strategies) processing to develop L2 reading proficiency. The model arranges emerging digital reading features to facilitate restructuring and checking content comprehension as a way to alter between bottom-up and top-down processing. To investigate CAIRM effectiveness at three levels of implementation, a between-subject design was used in a sample of 278 Iranian learners. Results indicated significant improvement on the measure of reading performance, favoring all three experimental groups (d = 2.34, d = 2.49, and d = 3.82 for bottom-up, top-down, and both processing approaches conditions, respectively). The combination of bottom-up and top-down processing strategies emerged as the most effective level of CAIRM implementation. Results also documented positive perceptions of the proposed model efficacy among participants. This suggests that offering a variety of strategies under the CAIRM—or similar models—teachers can move away from static traditional approaches based on just one particular data processing mode towards more flexible uses of the CALL tools and strategies that fit their unique teaching and their students’ unique learning styles best while supporting positive attitudes towards learning among L2 students in blended and distance learning contexts.

利用第二语言 (L2) 动机和个体差异的非线性和动态性，本研究介绍并检验了计算机辅助交互式阅读模型 (CAIRM)，结合计算机辅助语言学习 (CALL) 工具和可供性，以辅助阅读理解混合和远程学习环境。CAIRM 旨在结合 CALL 工具和可供性，将 L2 读者从战略性（有意识的、故意的、有意的）处理转变为自动化（不使用有意识的策略的阅读）处理，以提高 L2 阅读能力。该模型安排了新兴的数字阅读功能，以促进重组和检查内容理解，作为在自下而上和自上而下处理之间进行转换的一种方式。调查 CAIRM 在三个实施层面的有效性，在 278 名伊朗学习者的样本中使用了学科间设计。结果表明阅读性能的测量有显着改善，有利于所有三个实验组（d  = 2.34、d  = 2.49 和d = 3.82 对于自下而上、自上而下和两种处理方法条件，分别）。自下而上和自上而下处理策略的结合成为 CAIRM 实施的最有效级别。结果还记录了参与者对拟议模型功效的积极看法。这表明在 CAIRM 或类似模型下提供多种策略，教师可以从基于一种特定数据处理模式的静态传统方法转向更灵活地使用 CALL 工具和策略，以适应他们独特的教学和学生' 独特的学习风格最好，同时支持 L2 学生在混合和远程学习环境中对学习的积极态度。