Navigating the Digital Classroom: Instructors' Insights into Online ESL Reading Learning

Presently, higher education institutions use an online learning platform as a teaching and learning portal for online programmes. Ever since the start of fully online learning at the beginning of the COVID-19 pandemic, there have been numerous studies on learners' online engagement. In Second Language teaching and learning, it is crucial for instructors to understand and utilize online learning platforms to increase learner engagement. Nonetheless, most online teaching has not fully incorporated effective pedagogic principles, which could lead to ineffective teaching performance and thus unsuccessful learning. Therefore, the aim of this study was to investigate instructors’ perceptions of using online learning platforms in teaching adult students, particularly online reading of ESL proficiency courses for a diploma programme of a local university in West Malaysia. Six instructors were interviewed to gain an in-depth understanding of their perception of using online teaching platforms. The interviews revealed that the instructors were mainly positive and willing to integrate the system in teaching online reading, specifically encouraging online participation and monitoring students’ performance. However, the instructors also claimed that challenges like time limitations, lack of ICT skills training and students’ expectations hinder them from teaching ESL online reading more effectively.

Online language teaching; ESL; adult students; instructors, online-learning platform, online reading

1. AbdAlgane, M. (2023). Professionalism in the classroom: How online learning influences English language instructors. Contemporary Educational Technology, 15(4), ep476. https://doi.org/10.30935/cedtech/13741 [Google Scholar] [Crossref]

2. Annamalai, N., Uthayakumaran, A., Zyoud, S. (2022). High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective. Education and Information Technologies. 28. https://doi.org/10.1007/s10639-022-11275-2. [Google Scholar] [Crossref]

3. Al Aghar, T., Demirci, H. C., Houjeir, R., McMinn, M., & Ali Saif Alzaabi, K. (2022). Investigating Arabic teachers’ perceptions of extensive reading practices in higher education. Cogent Education, 10(1), 2162701. https://doi.org/10.1080/2331186X.2022.2162701 [Google Scholar] [Crossref]

4. Alam, M. A. (2023). From Teacher-Centered to Student-Centered Learning: The Role of Constructivism and Connectivism in Pedagogical Transformation. CONFLUX Journal of Education, Vol. 11, Issue-2, June 2023, pp.154-167. pISSN 2320-9305 eISSN 2347-5706. https://www.cjoe.naspublishers.com/2023/04/07/afroz-alam/ [Google Scholar] [Crossref]

5. Al-Busaidi, Kamla Ali & Alshihi, Hafedh. (2010). Instructors' Acceptance of Learning Management Systems: A Theoretical Framework. Communications of the IBIMA. https://doi.org/10.5171/2010.862128. [Google Scholar] [Crossref]

6. Alkaabi A, Qablan A, Alkatheeri F, Alnaqbi A, Alawlaki M, Alameri L, et al. (2023) Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study. PLoS ONE 18(10):e0292796. https://doi.org/10.1371/journal.pone.0292796 [Google Scholar] [Crossref]

7. Al-Seghayer, Khalid. (2016). ESL/EFL Instructors’ Perceptions of the Efficacy of Online Reading Instruction. International Journal of Linguistics. 8. 119. https://doi.org/10.5296/ijl.v8i4.9571. [Google Scholar] [Crossref]

8. Braun, V., & Clarke, V. (2012). Thematic Analysis. In APA Handbook of Research Methods in Psychology Vol 2 (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004 [Google Scholar] [Crossref]

9. Bryman, A. (2004). Social Research Methods. 2nd Edition. New York: Oxford University Press Inc. [Google Scholar] [Crossref]

10. Cavanaugh, J., Jacquemin, S.J. & Junker, C.R. (2023). Variation in Student Perceptions of Higher Education Course Quality and Difficulty as a Result of Widespread Implementation of Online Education During the COVID-19 Pandemic.Tech Know Learn28, 1787–1802 https://doi.org/10.1007/s10758-022-09596-9 [Google Scholar] [Crossref]

11. Chapelle, C.A. (2001). Computer Applications in Second Language Acquisitions: Foundations for Teaching, Testing and Research. New York: Cambridge University Press. [Google Scholar] [Crossref]

12. Chapelle, C.A. (2003). English Language Learning and Technology, Language Learning & Language Teaching. Amsterdam: John Benjamins Publishing Company. [Google Scholar] [Crossref]

13. Chen, V., Sandford, A., LaGrone, M., Charbonneau, K., Kong, J., & Ragavaloo, S. (2022). An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID-19 pandemic. British Journal of Educational Technology, 53, 512–533. https://doi.org/10.1111/bjet.13205 [Google Scholar] [Crossref]

14. Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

15. Du W, Liang R, Zhang J and Wang L (2023) Factors influencing teachers’ satisfaction and performance with online teaching in universities during the COVID-19. Front. Psychol. 14:1120662. https://doi.org/10.3389/fpsyg.2023.1120662 [Google Scholar] [Crossref]

16. Eksangkul, N., Li, Z., & Liu, N. (2023). Integrating Teacher-Centred and Student-Centred Approaches for Effective Online Teaching.Asia Social Issues,17(2), e255453. https://doi.org/10.48048/asi.2023.255453 [Google Scholar] [Crossref]

17. Güneş, H., & Adnan, M. (2023). Online instructor roles and competencies: Voices of EFL instructors. International Online Journal of Education and Teaching (IOJET), 10(2). 892-916. https://iojet.org/index.php/IOJET/article/view/1854 [Google Scholar] [Crossref]

18. Harrington, T, M Staffo, & V H Wright. (2006). Faculty Uses of and Attitudes toward a Course Management System in Improving Instruction. Journal of Interactive Online Learning 5 (2):178-190. https://eric.ed.gov/?redir=http%3a%2f%2fwww.ncolr.org%2fjiol%2fissues%2fpdf%2f5.2.4.pdf [Google Scholar] [Crossref]

19. Herdina, Griseldis & Ningrum, Ary. (2023). Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review. English Education:Journal of English Teaching and Research. 8. 91-101. https://doi.org/10.29407/jetarv8i1.1Harrington9133. [Google Scholar] [Crossref]

20. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press. [Google Scholar] [Crossref]

21. Kementerian Pendidikan Tinggi. (2025). Dasar pendigitalan pendidikan tinggi 2025–2030 [Digitalization of higher education policy 2025–2030]. https://www.mohe.gov.my/en/download/publications-journals-and-reports/dasar-pendigitalan-pendidikan-tinggi-2025-2030 [Google Scholar] [Crossref]

22. Knowles, M S. (1975). Self-Directed Learning: A Guide for Students and Teachers. New York Association Press. [Google Scholar] [Crossref]

23. Knowles, M. (1990). The Adult Learner: A Neglected Species. 4th Edition. Houston: Gulf Publishing Company. [Google Scholar] [Crossref]

24. Kurniasih, Cahyono, B.Y., Astuti, U.P., & Suryati, N. (2023). Online Writing Class: EFL University Students' Perception of Teachers' Strategies in Alleviating Their Writing Anxiety.CALL-EJ, 24. https://api.semanticscholar.org/CorpusID:261354350. [Google Scholar] [Crossref]

25. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. New York: Oxford University Press. [Google Scholar] [Crossref]

26. Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System 23(2): 175-181. [Google Scholar] [Crossref]

27. Masmali, A. & Alghamdi, F. (2021). Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools. International Education Studies. 14. 31-31. https://doi.org/10.5539/ies.v14n12p31. [Google Scholar] [Crossref]

28. Milliner, B. (2021). The effects of combining timed reading, repeated oral reading, and extensive reading. Reading in a Foreign Language, 33(2), 191–211. http://hdl.handle.net/10125/67400 [Google Scholar] [Crossref]

29. Ministry of Higher Education. (2026). Malaysia higher education blueprint 2026–2035. Kementerian Pendidikan Tinggi. https://www.mohe.gov.my/en/download/publications-journals-and-reports/malaysia-higher-education-blueprint [Google Scholar] [Crossref]

30. Mokhtar, F.A, Arshad, S., Jamil, N., Zakaria, K., Wan, C., Rahimah, I., Ibrahim, C., Chaizani, M., Shamsudin, S., Mohamed@jaafar, S., Awang, S. (2025). Teacher-Student Interactions in Face-to-Face and Online Learning: A Sociocultural Case Study in Malaysian Higher Education. International Journal of Learning, Teaching and Educational Research. 24. 608-630. https://doi.org/10.26803/ijlter.24.12.26. [Google Scholar] [Crossref]

31. Nasir, Syed Jamal Abdul, Rosmin Talib & Aini Faridah. (2007). A True Experience in Managing an E-Learning Program at Universiti Teknologi MARA. Paper read at iMEC 2007, at Penang Malaysia. https://www.academia.edu/11820574/A_TRUE_EXPERIENCE_IN_MANAGING_AN_E_LEARNING_PROGRAM_AT_UNIVERSITI_TEKNOLOGI_MARA [Google Scholar] [Crossref]

32. Nurisma, R. A., Dewi, O. T. S., Irawati, R., Sari, R., Suryati, N., & Widiati, U. (2025). Language Assessment Literacy in Online EFL Reading Class: What Novice and Experienced Teachers Reveal. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(1), 129-152. https://doi.org/10.54855/callej.252619 [Google Scholar] [Crossref]

33. Ounissi, A., Romly, R., Ahmad Tajuddin, A. J., & Hasan, M. K. (2025). The evolution of online extensive reading and online-learning platforms in EFL/ESL: A narrative review of impacts, challenges, and future directions. Australian Journal of Applied Linguistics, 8(1), 102592. https://doi.org/10.29140/ajal.v8n1.102592 [Google Scholar] [Crossref]

34. Riconalla, P., Quiñanola, K., Devila, J., Zozobrado, J., Estoque, R., Capito, N., Pacheco, C., Mersola, M., Cabello, C., Taneo, J. D. & Minyamin, A. (2022). The Lived Experiences Aged Instructors in Online Classes: Their Struggles and Coping Mechanisms.Psychology and Education: A Multidisciplinary Journal, 3(1), 2-12. https://10.5281/zenodo.6810776, ISSN 2822-4353 [Google Scholar] [Crossref]

35. Sangeeta, Dr & Tandon, Urvashi. (2020). Factors influencing adoption of online teaching by schoolteachers: A study during COVID ‐19 pandemic. Journal of Public Affairs. 21. https://doi.org/10.1002/pa.2503. [Google Scholar] [Crossref]

36. Shi, H., Hur, J., Tang, Y. M., & Dennen V. P. (2023). Instructional strategies for engaging online learners: Do learner-centeredness and modality matter? Online Learning, 27(4), 271-294.DOI: https://doi.org/10.24059/olj.v27i4.4038 [Google Scholar] [Crossref]

37. Smith, J. A., Flowers, P., & Larkin, M. (2021). Interpretative phenomenological analysis: Theory, method and research (2nd ed.). SAGE Publications [Google Scholar] [Crossref]

38. afryadin, Suherdi, D., Nadya, N. L., Harahap, A., & Astrid, A. (2022). Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities. Indonesian Journal of Applied Linguistics, 11(3), 708-717. https://doi.org/10.17509/ijal.v11i3.34667 [Google Scholar] [Crossref]

39. Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá Sobrino, S., Giannoutsou, N., Cachia, R., Martínez Monés, A. & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28, 6695–6726. https://doi.org/10.1007/s10639-022-11431-8 [Google Scholar] [Crossref]

40. Vygotsky, L.S. (1997). Educational Psychology. Trans. Silverman, R. Florida: St Lucie Press. [Google Scholar] [Crossref]

41. Yang, Y. & Cornelious, L.F. (2005). Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration 8(1). http://www.westga.edu/~distance/ojdla/spring81/yang81.htm [Google Scholar] [Crossref]

42. Wertsch, J. V. (1991). Voices of the mind: Sociocultural approach to mediated action. Harvard University Press. [Google Scholar] [Crossref]

43. Warschauer, M. (1999). Electronic Literacies: Language, Culture, and Power in Online Education. The Electronic Journal for English as a Second Language. 3. 4(2). https://tesl-ej.org/wordpress/issues/volume4/ej14/ej14r13/ [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study