This research study compared the effects of three instructional methods--collaborative synchronous online communication, asynchronous online communication, and independent study as traditional in grammar translation method--in English reading comprehension. A quasi-experimental research design included pre and post reading comprehension tests for all three groups (N=138) and a post perception survey for the experimental groups. After treatment, collaboratively synchronous and asynchronous online communication users outperformed those in the independent study group. Yet, no significant difference was found in reading posttest scores between synchronous and asynchronous communication groups. Findings from the post perceptions survey of the experimental groups displayed no statistically significant differences between them. But, three variables, the perceptions of collaboration in computer-mediated communication (CMC), effects of CMC, and perceptions of Moodle, each showed positively significant effects on reading comprehension posttest scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]