Effectiveness of Google Read-Along Application in Improving Reading Skills of Rural Area Upper Primary ESL Classroom

Abstract

The integration of technology into the classroom has been a significant trend in education, with a particular focus on enhancing language learning. This research explores the effectiveness of read-along applications in an upper primary ESL (English as a Second Language) classroom. Read-along applications are digital tools that provide an interactive way for students to engage with texts, supporting their reading skills by reading aloud and offering visual and auditory cues. This study aims to investigate how these applications influence ESL learners' reading comprehension, vocabulary acquisition, and overall engagement. The increasing integration of digital tools in education presents new opportunities to enhance literacy among ESL learners, particularly in rural areas where access to educational resources is limited. Traditional reading instruction often fails to address individual learning needs, making it crucial to explore alternative methods that foster student engagement and improve reading proficiency. The Google Read-Along application, with its interactive features and real-time feedback, offers a promising solution. This study is motivated by the need to assess its effectiveness in bridging literacy gaps and supporting ESL students in developing essential reading skills. Data were collected through pre- and post-test assessments, classroom observations, and surveys of both students and teachers. Results indicate that read-along applications have a positive effect on student motivation, reading fluency, and vocabulary retention, with challenges primarily related to device accessibility and the appropriateness of app content. This research provides insights into the potential of read-along applications to enhance ESL instruction and offers practical recommendations for educators seeking to integrate these tools into their teaching practices. This research contributes to the field of ESL education by providing empirical evidence on the effectiveness of read-along applications in improving reading comprehension, vocabulary acquisition, and student engagement. By employing a mixed-methods approach, the study offers a comprehensive analysis of how digital tools can be integrated into ESL instruction, particularly in rural primary schools. The findings will assist educators in making informed decisions about incorporating technology into language learning and offer practical recommendations for optimizing the use of read-along applications in classroom settings. Moreover, this study highlights the potential of digital literacy tools to enhance educational equity by providing students in under-resourced areas with access to interactive and engaging learning experiences.