The research was mixed method, a learner and teacher focused plan that investigated how training, awareness and use of IR in the classrooms could impact on the learning experience both in the English classroom and, as the research progressed, across the wider college as learners transferred their usage of IR to vocational lessons. The intention was to evaluate how easily IR could be introduced in classrooms, how user friendly and portable it was and if it encouraged learners to read with more confidence. Feedback from learners on first being introduced to the tool was mixed. Tutors were surprised to find out that learners who struggled more with reading found the tool distracting and “too simple” while stronger readers recognised that reading and listening aided their understanding .