The diploma thesis will explore how the use of the Reading Coach application shapes lower secondary learners’ perceptions of reading in English, with particular attention to differences between learners who use the application only during lessons and those who also engage with it at home. In the empirical part, it will investigate reading perceptions as a dynamic phenomenon through a qualitative, multi-method design, drawing on weekly written reflections, visual and multimodal responses, and audio-recorded explanations. The study will also consider how different patterns of use relate to learners’ developing attitudes toward reading and their sense of progress and autonomy.