ISSN: 2222-6990
Open access
In recent years, the integration of technology into early childhood education has significantly transformed language learning, particularly in non-native English-speaking contexts like Malaysia. This study investigates the impact of interactive mobile applications on English vocabulary development among preschool children and evaluates the benefits of incorporating such digital tools into early language education. Interactive applications offer multimedia-rich and highly engaging learning experiences, utilizing features such as animations, gamified tasks, sound effects, and speech recognition. These elements are designed to capture young learners’ attention and facilitate deeper learning through play-based strategies. Recognizing the essential role that both educators and parents play in early childhood education, this study centers on their perspectives to understand how interactive apps are perceived, implemented, and evaluated in real-world preschool settings. A mixed-methods research design was employed, involving the collection of quantitative and qualitative data through structured questionnaires, focus group discussions with educators and parents, and analysis of user reviews from app platforms. The study aims to generate a comprehensive understanding of the educational value of such applications, highlighting their strengths and limitations. Findings from this research are expected to inform best practices in integrating interactive digital tools into the preschool English language curriculum and pedagogical decisions in early education.
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