In modern approaches to comprehension and vocabulary learning the focus has shifted from product to process. Text comprehension is seen as a process where the reader actively constructs meaning. The reader builds a mental representation of the textual meaning based on information in the text and on the activation of complementary knowledge resources (JohnsonLaird, 1983; van Dijk & Kintsch, 1983).
The advent of digital technology has dramatically changed routines and practices in our society. Advocates of technology in education often envisage similar dramatic changes in the process of teaching and learning. It has become clear, however, that technology is changing our ways of communicating and we, teachers of English, must deal with this relevant issue which influences English language teaching overwhelmingly.