ISSN: 2226-6348
Open access
The use of technology-based interventions helps young learners maintain focus and motivation in mastering English through reading. This review examines the effectiveness of ICT-based interventions in boosting motivation and interest to read English-language materials, particularly among young learners in rural primary schools and identifies challenges faced by rural primary schools’ teachers in using ICT for English Language Teaching. The past reviews that specified on related past studies with a range of 2013-2023 along with other publications considered including proceedings, books, website articles, as well as PhD thesis that resonate specifically to the study were chosen using Google Scholar, Taylor & Francis Online Journals, and Education Resources Information Centre (ERIC). A total of 81 relevant published works were selected to answer the research questions. The review concludes that ICT-based interventions indeed significantly and favourably affect young learners' motivation and interest in reading English materials, as well as enhancing their ICT knowledge. It is also found that the main challenges in implementing ICT in ESL rural primary ESL classrooms are both physical & psychological. Future research proposed in relation to this study is to focus on how young learners use ICT to develop multiple skills in language learning.
Abendan, C. F., Kilag, O. K., Taping, M. L., Poloyapoy, G., Echavez, R., & Suba-an, H. M. (2023). Driving Excellence in Management Education through IT Innovation. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 1(4), 62-75. https://multijournals.org/index.php/excellencia-imje/article/view/44
Adzhari, N. A. N. & Din, R. (2021). Enhancing secondary school students’ English language teaching by implementing ICT as an educational technological tool. Journal of Personalized Learning, 4(1), 101-110.
https://spaj.ukm.my/jplearning/index.php/jplearning/article/view/174/106
Affendi, F. R., & Aziz, A. A. (2020). Systematic Review: The Challenges and Approaches in The Teaching of English Literature in Enhancing English Proficiency. International Journal of Academic Research in Progressive Education & Development, 10(4), 318–336.
http://dx.doi.org/10.6007/IJARPED/v9-i1/7136
Ahmad, C. W. A. A. C. W., Abidin, E. Z., & Ismail, N. H. (2022). Low Technological Competence as Barrier to Online Teaching and Its Impact on Anxiety Among Teachers During Movement Control Order in a Rural District in Terengganu, Malaysia. Malaysian Journal of Medicine and Health Sciences, 10-22.
http://psasir.upm.edu.my/id/eprint/94056/1/202204110946262_1044.pdf
Alam, N. A. R. (2021). The importance of parent’s literacy understanding towards children reading habits. Library Philosophy and Practice, 1-10. https://www.researchgate.net/profile/Naufal-Rijalul-Alam/publication/348186348_The_Importance_of_Parent's_Literacy_Understanding_Towards_Children_Reading_Habits/links/605575a7458515e83458d31b/The-Importance-of-Parents-Literacy-Understanding-Towards-Children-Reading-Habits.pdf
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the Critical Challenges and Factors Influencing the E-Learning System Usage during COVID-19 Pandemic. Education and Information Technologies, 25(6), 5261-5280.
https://doi.org/10.1007/s10639-020-10219-y
Al Raqqad, Y. M., Ismail, H. H., & Al Raqqad, K. M. (2019). The impact of reading strategies on EFL students: A research review. International Journal of English Literature and Social Sciences (IJELS), 4(6), 2042-2048.
https://journal-repository.theshillonga.com/index.php/ijels/article/view/1521
Al Zoubi, S. M. (2018). The impact of exposure to the English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151-162.
https://www.jallr.com/index.php/JALLR/article/view/851/pdf851
Avelino, N. M., & Ismail, H. H. (2021). Assessing ESL Teachers’ Knowledge and Readiness in Integrating 4IR into Teaching Practices: A Concept Paper. Creative Education, 12, 2038-2055. https://doi.org/10.4236/ce.2021.129156
Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111-118. https://doi.org/10.5901/jesr.2017.v7n1p111
Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345.
https://doi.org/10.1016/j.jpubeco.2020.104345
Baharuddin, N. Q., & Hashim, H. (2020). Using digital reading in ESL Malaysian primary classrooms: the strengths and the shortcomings from the learners’ perspectives. Journal of Educational and Learning Studies, 3(1), 7-13.
https://doi.org/10.32698/0832
Balchin, K., & Wild, C. (2022). Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia. Computer Assisted Language Learning, 35(7), 1437-1457.
https://doi.org/10.1080/09588221.2020.1803360
Blanchard, M. R., LePrevost, C. E., Tolin, A. D., & Gutierrez, K. S. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational researcher, 45(3), 207-220.
https://doi.org/10.3102/0013189X16644602
Bozkurt, A., & Sharma, R. C. (2022). Digital transformation and the way we (mis) interpret technology. Asian Journal of Distance Education, 17(1), 1-8.
https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/630
Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 100204.
https://doi.org/10.1016/j.ijedro.2022.100204
Castek, J., Bevans?Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children's literature. The Reading Teacher, 59(7), 714-728. https://doi.org/10.1598/RT.59.7.12
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.
https://doi.org/10.1109/ACCESS.2020.2988510
Chen, X., & Hu, J. (2020). ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries. Computers & Education, 159, 104004.
https://doi.org/10.1016/j.compedu.2020.104004
Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2), 20-33.
https://files.eric.ed.gov/fulltext/EJ1142390.pdf
Chisango, G., Marongwe, N., Mtsi, N., & Matyedi, T. E. (2020). Teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in eastern cape, South Africa. Africa Education Review, 17(2), 1-19.
https://hdl.handle.net/10520/EJC-1d3067a945
Chua, P. C., & Sulaiman, N. A. (2021). Reading comprehension problems in English among Malaysian primary Year 4 ESL pupils. International Journal of Academic Research in Progressive Education and Development, 10(2), 797-813.
http://dx.doi.org/10.6007/IJARPED/v10-i2/10101
Ciampa, K. (2015). Motivating Grade 1 Children to Read: Exploring the Role of Choice, Curiosity, and Challenge in Mobile Ebooks. Reading Psychology, 37(5), 665–705.
https://doi.org/10.1080/02702711.2015.1105337
Dean, J., Pascoe, M., & le Roux, J. (2021). Information and communication technology reading interventions: A scoping review. Reading & Writing, 12(1), 1-16. https://doi.org/10.4102/rw.v12i1.294
Dolidze, T., & Doghonadze, N. (2020). Incorporating ICT for Authentic Materials Application in English for Specific Purposes Classroom at Higher Education Institutions. International Journal of Management, Knowledge and Learning, 9(2), 207-221.
https://www.issbs.si/press/ISSN/2232-5697/9_207-221.pdf
Forster, D. E., & Poulshock, J. W. (2013). Using web-based extensive reading in the classroom. In Extensive reading World congress proceedings (pp. 13-23).
https://erfoundation.org/ERWC2-Proceedings.pdf#page=18
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International journal of research in education and science, 1(2), 175-191.
https://files.eric.ed.gov/fulltext/EJ1105224.pdf
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
https://files.eric.ed.gov/fulltext/EJ1096028.pdf
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. https://doi.org/10.5539/ijel.v7n5p95
Gull, A., Imran, M., Yiunas, M., & Afzaal, M. (2020). A descriptive study of challenges faced by English language teachers in integrating information and communication technology (ICT) tools at elementary level in Pakistan. International Journal of Advanced Science and Technology, 29(8), 290-305.
https://www.researchgate.net/publication/340807990_A_Descriptive_Study_Of_Challenges_Faced_By_English_Language_Teachers_In_Integrating_Information_And_Communication_Technology_ICT_Tools_At_Elementary_Level_In_Pakistan
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667.
https://doi.org/10.1080/19345747.2021.1917028
Ho, E. S. C., & Lau, K. (2018). Reading engagement and reading literacy performance: effective policy and practices at home and in school. Journal of Research in Reading, 41(4), 657–679. https://doi.org/10.1111/1467-9817.12246
Jaikrishnan, S., & Ismail, H. H. (2021). A review on vocabulary learning strategies used in learning English as a second language. International Journal of Academic Research in Business and Social Sciences, 11(9), 297-309.
http://dx.doi.org/10.6007/IJARBSS/v11-i9/10512
Johari, A., Tom, A. A., Morni, A., & Sahari, S. H. (2013). Students’ reading practices and environments. Indonesian Journal of Applied Linguistics, 3(1), 17-28.
https://pdfs.semanticscholar.org/688b/1d923d7d92f7e2d6ed7785a0c4a54cf74bf3.pdf
Katemba, C. V. (2020). Teachers' Perceptions in Implementing Technologies in Language Teaching and Learning. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 123-136.
https://files.eric.ed.gov/fulltext/EJ1297681.pdf
Kormos, E., & Wisdom, K. (2021). Rural schools and the digital divide: Technology in the learning experience. Theory & Practice in Rural Education, 11(1), 25-39.
https://doi.org/10.3776/tpre.2021.v11n1p25-39
Kozdras, D., Haunstetter, D. M., & King, J. R. (2006). Interactive Fiction:‘new literacy’learning opportunities for children. E-Learning and Digital Media, 3(4), 519-533.
https://doi.org/10.2304/elea.2006.3.4.519
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8, 488-494. https://doi.org/10.17509/ijal.v8i2.13314
Marwan, A., Sumintono, B., & Mislan, N. (2012). Revitalizing rural schools: A challenge for Malaysia. Educational Issues, Research and Policies, 1(1), 172-188.
https://core.ac.uk/download/pdf/11800795.pdf
Maynard, S., & McKnight, C. (2001). Children’s comprehension of electronic books: An empirical study. The New Review of Children’s Literature and Librarianship, 7, 29-53.
https://doi.org/10.1080/13614540109510643
McNeff, M. D. (2014). Preparing administrators for leadership in the rural context. [Doctoral dissertation, The University of North Dakota]. University of North Dakota. https://commons.und.edu/theses/1685
Mihai, M. A. (2017). Success factors and challenges of an Information Communication Technology network in rural schools. Africa Education Review, 14(1), 155–170. https://doi.org/10.1080/18146627.2016.1224569
Morgan, H. (2013). Multimodal Children’s E-Books Help Young Learners in Reading. Early Childhood Education Journal, 41(6), 477–483. https://doi.org/10.1007/s10643-013-0575-8
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3-23.
https://files.eric.ed.gov/fulltext/EJ1170638.pdf
Nagai, T., & York, J. (2022). A comparison of linear and interactive fiction on vocabulary acquisition, reading comprehension and engagement. JALT CALL JOURNAL, PCP2021(1), 70–91.
https://doi.org/10.37546/jaltsig.call.pcp2021-06
Ni, L. B. (2022). Face-To-Face Learning, Teaching And Learning At Home Need To Go Hand In Hand. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(5), e001510-e001510.
https://scholar.archive.org/work/7opvyhaw4rgy7h7mgbxdgz36hi/access/wayback/https://www.msocialsciences.com/index.php/mjssh/article/download/1510/1054
Ng, M., & Yunus, M. M. (2021). Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher. Creative Education, 12(7), 1532-1557.
https://www.scirp.org/pdf/ce_2021070816383852.pdf
Nhu, P. T. T., Keong, T. C., & Wah, L. K. (2019). Issues and challenges in using ICT for teaching English in Vietnam. Call-Ej, 20(3), 140-155.
https://www.researchgate.net/publication/335569022_Issues_and_Challenges_in_Using_ICT_for_Teaching_English_in_Vietnam#:~:text=The%20results%20indicated%20that%20teaching,of%20support%20from%20relevant%20authorities.
Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257-275.
https://doi.org/10.1007/s40692-020-00156-7
Nurhasanah, N., Sulistyo, B., Agustiani, M., & Ulya, E. N. (2020). Student’s perceptions on the use of internet as learning media in reading classroom. Jurnal Basis, 7(1), 111-120.
https://doi.org/10.33884/basisupb.v7i1.1864
Olanrewaju, G. S., Adebayo, S. B., Omotosho, A. Y., & Olajide, C. F. (2021). Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic. International Journal of Educational Research Open, 2, 100092-100092.
https://doi.org/10.1016/j.ijedro.2021.100092
Oluwafemi Ayotunde, O., Jamil, D.I., & Cavus, N. (2023). The impact of artificial intelligence in foreign language learning using learning management systems: A systematic literature review. Information Technologies and Learning Tools, 95(3), 215-227.
https://doi.org/10.33407/itlt.v95i3.5233
Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education and Information Technologies, 1-32.
https://doi.org/10.1007/s10639-023-12167-9
Parsons, S. A., Malloy, J. A., Parsons, A. W., & Burrowbridge, S. C. (2015). Students’ engagement in literacy tasks. Reading Teacher, 69(2), 223–231. https://doi.org/10.1002/trtr.1378
Pavlou, V. (2020). Art technology integration: digital storytelling as a transformative pedagogy in primary education. International Journal of Art & Design Education, 39(1), 195-210.
https://doi.org/10.1111/jade.12254
Pazilah, F. N. P., Hashim, H., & Yunus, M. M. (2019). Using Technology in ESL Classroom: Highlights and Challenges. Creative Education, 10(12), 3205-3212.
https://doi.org/10.4236/ce.2019.1012244
Poudel, A. P. (2022). Information and Communication Technology in English Language Teaching: Some Opportunities and Challenges. Journal of Comparative and International Higher Education, 14(4), 103-116. https://doi.org/10.32674/jcihe.v14i4.3874
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ Motivation in Learning English. PROJECT (Professional Journal of English Education), 2(4), 539-544. https://scholar.archive.org/work/domrtnrv5vhexi7zuo532z4bei/access/wayback/https://journal.ikipsiliwangi.ac.id/index.php/project/article/download/2769/pdf
Que, E. N. (2021). Sustaining Successful ICT Integration in Remote Rural Schools. Pertanika Journal of Social Sciences & Humanities, 29(3), 1487-1506.
http://www.pertanika2.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2029%20(3)%20Sep.%202021/02%20JSSH-5276-2019.pdf
Rahim, S., Tie, S., & Begum, A. (2014). Diffusion of ICT in rural areas community for socio-economic development under the platform of E-CLRC. In Information and Knowledge Management, 4(12), 191-205. https://core.ac.uk/download/pdf/234671883.pdf
Raman, K., & Yamat, H. (2014). Barriers teachers face in integrating ICT during English lessons: A case study. Malaysian Online journal of educational technology, 2(3), 11-19.
https://files.eric.ed.gov/fulltext/EJ1086402.pdf
Richter, A., & Courage, M. L. (2017). Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. Journal of Applied Developmental Psychology, 48, 92–102.
https://doi.org/10.1016/j.appdev.2017.01.002
Ritchie, S. J., Bates, T. C., & Plomin, R. (2015). Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16. Child development, 86(1), 23-36. http://doi.wiley.com/10.1111/cdev.12272
Roskos, K., Burstein, K., & You, B. K. (2012). A Typology for Observing Children's Engagement with eBooks at Preschool. Journal of Interactive Online Learning, 11(2), 47-66.
https://web.archive.org/web/20190214213502id_/http://www.ncolr.org:80/jiol/issues/pdf/11.2.1.pdf
Ross, K. M., Pye, R. E., & Randell, J. (2016). Reading Touch Screen Storybooks with Mothers Negatively Affects 7-Year-Old Readers' Comprehension but Enriches Emotional Engagement. Frontiers in Psychology, 7, 1728-1728. https://doi.org/10.3389/fpsyg.2016.01728
Roy, A. (2019). Technology in Teaching and Learning. International Journal of Innovation Education and Research, 7, 414-422. https://doi.org/10.31686/ijier.Vol7.Iss4.1433
Sabiri, K. A. (2020). ICT in EFL Teaching and Learning: A Systematic Literature Review . Contemporary Educational Technology, 11(2), 177-195. https://doi.org/10.30935/cet.665350
Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863.
https://eprints.usq.edu.au/9100/2/Sankey_Birch_Gardiner_Ascilite_2010_PV.pdf
Savva, M., Higgins, S., & Beckmann, N. (2022). Meta?analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre?K to grade 2. Journal of Computer Assisted Learning, 38(2), 526-564.
http://dx.doi.org/10.1111/jcal.12623
Shan, L. W., & Aziz, A. A. (2022). A Systematic Review of Teaching English in Rural Settings: Challenges and Solutions. International Journal of Academic Research in Business and Social Sciences, 12(6), 1956-1977.
http://dx.doi.org/10.6007/IJARBSS/v12-i6/13869
Shyamlee, S. D., & Phil, M. (2012). March. Use of technology in English language teaching and learning: An analysis. In International Conference on Language, Medias and Culture, 33(1), 150-156.
https://doi.org/10.22158/fet.v2n3p168
Singhavi, C., & Basargekar, P. (2019). Barriers Perceived by Teachers for Use of Information and Communication Technology (ICT) in the Classroom in Maharashtra, India. International Journal of Education and Development using Information and Communication Technology, 15(2), 62-78.
https://files.eric.ed.gov/fulltext/EJ1220774.pdf
Sundeen, T. H., & Sundeen, D. M. (2013). Instructional technology for rural schools: Access and acquisition. Rural Special Education Quarterly, 32(2), 8-14.
https://doi.org/10.1177/875687051303200203
Susanty, L., Hartati, Z., Sholihin, R., Syahid, A., & Liriwati, F. Y. (2021). Why English teaching truth on digital trends as an effort for effective learning and evaluation: opportunities and challenges: analysis of teaching English. Linguistics and Culture Review, 5(S1), 303-316.
https://lingcure.org/index.php/journal/article/view/1401
Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006.
https://doi.org/10.1080/09588221.2019.1618876
Ukat, J. A., & Ismail, H. H. (2022). Teaching Literature in Malaysian English Classrooms: A Review on its Challenges and Opportunities. International Journal of Academic Research in Business and Social Sciences, 12(11), 1991 – 2004.
http://dx.doi.org/10.6007/IJARBSS/v12-i11/15700
White, S., & Downey, J. (2021). International trends and patterns in innovation in rural education. Rural education across the world: Models of innovative practice and impact, 3-21.
https://doi.org/10.1007/978-981-33-6116-4_1
Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The challenges of learning English skills and the integration of social media and video conferencing tools to help ESL learners coping with the challenges during COVID-19 pandemic: A literature review. Creative Education, 12(7), 1503-1516.
https://doi.org/10.4236/ce.2021.127115
Zhou, N., & Yadav, A. (2017). Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement. Educational Technology Research and Development, 65, 1523-1545.
https://doi.org/10.1007/s11423-017-9533-2
Zhao, L., Cao, C., Li, Y., & Li, Y. (2022). Determinants of the digital outcome divide in E-learning between rural and urban students: Empirical evidence from the COVID-19 pandemic based on capital theory. Computers in Human Behavior, 107177-107177.
https://doi.org/10.1016/j.chb.2021.107177
Zulkefly, F., & Razali, A. B. (2019). Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language. International Journal of Instruction, 12(1), 1141-1156.
https://files.eric.ed.gov/fulltext/EJ1201367.pdf
(Dunstan & Ismail, 2024)
Dunstan, T. F., & Ismail, H. H. (2024). Using ICT-based Interventions to Boost Malaysian Young Rural Learners’ Interest and Motivation in Reading English Materials: A Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(1), 258–273.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode