Leveraging Technology for Reading Development in ESL Primary Education: A Systematic Review

Abstract

This systematic literature review explores the integration of technology to enhance reading skills in ESL primary education. A comprehensive analysis of 16 studies published between 2015 and 2024 reveals the diverse types of technologies employed, their impact on reading skills, students’ perceptions, and associated implications. The review identifies Augmented Reality (AR), multimedia learning platforms, digital storytelling applications, and various digital learning environments as prominent technologies used to support reading instruction. Findings indicate that these technologies significantly improve students' reading comprehension, vocabulary acquisition, and engagement in reading activities. Teachers and students perceive technology positively, noting increased motivation and interactive learning experiences. However, challenges such as technical issues and the need for professional development are also identified. Practical implications include the importance of adequate infrastructure, teacher training, and curricular integration of digital tools. Research implications highlight the need for further exploration of emerging technologies, longitudinal studies to assess sustained impacts, and comparative research between digital and traditional methods. This review underscores the transformative potential of technology in ESL primary education, offering insights for educators, policymakers, and researchers aiming to enhance literacy outcomes through innovative technological integration.