This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31). Descriptive statistics, paired t-test, one-sample t-test, multiple regression, and ANCOVA were used to analyze the collected data. The results of the study reveal that the students' reading attitude was enhanced in terms of cognition, affection, behavior, interaction, and reflection through using Microsoft Live@edu to assist in teaching Chinese reading. In terms of the reading learning effectiveness, the scores of the post-test are higher than the pre-test for both groups. The scores of the students in the experimental group are higher than of the control group. Finally, the students in the experimental group show greater progress in discussions and feedback and analysis of Chinese readings.