Teachers’ Readiness and Integration Challenges in Technology-Enhanced Language Learning in Malaysian Chinese Vernacular Primary Schools

This study examines English as a Second Language (ESL) teachers’ readiness and challenges in implementing Technology-Enhanced Language Learning (TELL) in Malaysian Chinese vernacular primary schools. Guided by the Technological Pedagogical Content Knowledge (TPACK) and Substitution–Augmentation–Modification–Redefinition (SAMR) frameworks, a qualitative-driven mixed-methods exploratory design was employed. Data were collected through a questionnaire administered to 15 ESL teachers and semi-structured interviews with 5 teachers. The findings indicate a high level of teacher readiness for TELL (M = 4.47, SD = 0.39), alongside a moderate level of challenges (M = 3.86, SD = 0.34). While teachers demonstrated confidence in using digital tools, technology integration remained largely at functional levels, particularly within the substitution and augmentation stages of the SAMR model. The study highlights a gap between teachers’ readiness and the depth of implementation, shaped by infrastructural limitations, learner-related constraints, pedagogical challenges, and socio-cultural expectations. These findings underscore the need for subject-specific and flexible professional development, improved infrastructural support, and context-sensitive strategies to promote more transformative TELL practices in multilingual ESL classrooms.

Chinese vernacular primary schools, ESL teachers, SAMR, technology-enhanced language learning, TPACK

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