Teachers’ Perception on Implementation of Google Classroom in Primary English as Second Language Teaching: A Literature Review


  • Wan Kah Yie
  • Maslawati Mohamad


Benefits, Challenges, Google Classroom, Teachers’ Perception, Virtual Learning Environment


The Malaysian Education Blueprint of 2013 highlights the significance of incorporating information and communication technology (ICT) and equipping learners with skills that are pertinent to the current century. In Malaysia's public schools, Google Classroom has gained popularity as a constituent of blended learning in recent years. The efficacy of Google Classroom as a pedagogical instrument for primary school teachers has been called into question, regardless of the receipt of favourable feedback from pupils. There exists a dearth of literature that has specifically examined the viewpoints of primary school teachers and the challenges they encounter while utilising Google Classroom. However, prior research has indicated that the aforementioned platform generally garners favourable feedback from pupils in the context of pedagogy and knowledge acquisition. The goal of this paper is to analyse the perceptions of primary school English language teachers with respect to the benefits and drawbacks of incorporating Google Classroom into their teaching practises. This paper also involves a review of the virtual learning environment in the educational context of Malaysia, the utilisation of Google Classroom in the Digital Educational Learning Initiative Malaysia (DELIMa).