There is little information to prove the effectiveness of tablet use concerning the acquisition of language skills, especially reading skills. This article answers some research questions with a specific focus on the mastery of reading comprehension. A control group design with the help of an experimental pretest-posttest design was used at a private university. The data were collected from the test, an attitude scale, and interview results. Pre- and post-test scores of the groups were analyzed to find out a possible significant difference. Also, the instructors responded to an attitude scale. Moreover, the experimental group instructor answered interview questions. The experimental group students responded to a Likert-type questionnaire and put their views on tablet use. The results showed no significant difference between the scores of the students in both groups. These results were cross-checked. The experimental group instructor had a negative attitude toward tablet use in teaching at the end of the process when the total score was compared to the one before the process. In the interview, the instructor emphasized some advantages and disadvantages of tablet use in teaching EFL reading. The students' responses indicate a noticeable increase in independent study, motivation, and participation in the classroom; however, the total scores still seem limited at the end of the process. The results indicate that tablets can be used as an educational tool when there is a need in distance learning.