Mixed-Methods Study in Malaysian Suburban Primary Schools on ESL Learners’ and Teachers’ Perceptions of Google Read-Along in Enhancing Reading Fluency

This mixed-methods study investigated learners’ and teachers’ perceptions of using Google Read-Along to enhance English reading fluency among ESL learners in suburban Malaysian primary schools. The study was motivated by the ongoing challenge that many Malaysian pupils still struggle with reading fluency despite years of formal English instruction, especially in suburban settings with limited exposure to English outside the classroom. While previous studies report fluency gains from AI-based reading tools, less is known about how learners and teachers perceive these tools in Malaysian classrooms, particularly regarding motivation, confidence, feasibility, and curriculum alignment. A convergent mixed-methods design was employed. Quantitative data were collected from 60 Year 5 pupils using an 18-item survey (α = .835), while qualitative data were gathered through semi-structured interviews with four English teachers and analysed using reflexive thematic analysis. Quantitative findings showed that pupils held highly positive perceptions of Google Read-Along, reporting high usefulness (M = 3.95), ease of use (M = 4.07), engagement (M = 4.02), motivation (M = 4.06), and increased reading confidence with reduced anxiety. Qualitative findings revealed that teachers viewed Google Read-Along as a valuable supplementary tool that complemented traditional reading instruction, aligned flexibly with CEFR-based lessons, supported facilitation, improved classroom management, and worked well alongside multilingual scaffolding. However, implementation barriers included limited devices, unstable internet connectivity, accent-related feedback issues, time constraints, and inconsistent parental support. Overall, the study concludes that Google Read-Along can effectively enhance reading fluency and motivation when integrated into scaffolded, teacher-guided instruction, supported by contextual adaptation and adequate school-level resources.

AI-assisted reading, Google Read-Along, ESL learners, reading fluency

1. Abimanto, D., & Sumarsono, W. (2024). Improving English pronunciation with AI speech-recognition technology. Acitya: Journal of Teaching and Education, 6(1), 146–156. https://doi.org/10.30650/ajte.v6i1.3810 [Google Scholar] [Crossref]

2. Alamer, A. (2021). The role of mixed methods in language learning motivation: Combining close-ended scales and open-ended responses. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431 [Google Scholar] [Crossref]

3. Alazemi, L. (2024). Formative assessment in artificial-intelligence-integrated instruction: Effects on reading comprehension, enjoyment, and mindfulness. Language Testing in Asia, 14(1), 1–15. https://doi.org/10.1186/s40468-024-00232-y [Google Scholar] [Crossref]

4. Anggraini, K., & Darmayunata, Y. (2022). Speech recognition for English sentences with Malay accent. Digital Zone, 13(2), 82–89. https://doi.org/10.31849/digitalzone.v13i2.10759 [Google Scholar] [Crossref]

5. Azahar, S. (2023, October 12). New digital education policy must be inclusive. ISIS Malaysia. https://www.isis.org.my/2023/10/12/new-digital-education-policy-must-be-inclusive/ [Google Scholar] [Crossref]

6. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

7. Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press. [Google Scholar] [Crossref]

8. Chua, Y. P., & Sulaiman, T. (2021). Exploring the reading comprehension difficulties of Year 4 ESL pupils in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(2), 14–29. https://doi.org/10.6007/IJARPED/v10-i2/10123 [Google Scholar] [Crossref]

9. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. [Google Scholar] [Crossref]

10. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications. [Google Scholar] [Crossref]

11. Crompton, H., & Burke, D. (2023). Artificial intelligence in education: A systematic literature review of AI applications in language learning. British Journal of Educational Technology, 54(6), 1432–1451. https://doi.org/10.1111/bjet.13335 [Google Scholar] [Crossref]

12. Dhaliwal, P. K., & Hashim, H. (2025). Perceptions and challenges of ESL teaching in Malaysian primary schools during COVID-19: A qualitative exploration. International Journal of Research and Innovation in Social Science, 9(3), 689–705. https://doi.org/10.47772/IJRISS.2025.903SEDU0043 [Google Scholar] [Crossref]

13. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008 [Google Scholar] [Crossref]

14. Dja’far, M. H., & Hamidah, S. (2024). The effectiveness of Google Read-Along in improving EFL learners’ oral reading fluency. Journal of English Education and Teaching, 8(1), 55–70. https://doi.org/10.33369/jeet.8.1.55-70 [Google Scholar] [Crossref]

15. Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press. [Google Scholar] [Crossref]

16. Elmaadaway, M. A. N., El-Naggar, M. E., & Abouhashesh, M. R. I. (2025). Improving primary school students’ oral reading fluency through voice chatbot-based AI. Journal of Computer Assisted Learning, 41(2), e70019. https://doi.org/10.1111/jcal.70019 [Google Scholar] [Crossref]

17. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 [Google Scholar] [Crossref]

18. Fetters, M. D., & Freshwater, D. (2015). The 1 + 1 = 3 integration challenge. Journal of Mixed Methods Research, 9(2), 115–117. https://doi.org/10.1177/1558689815581222 [Google Scholar] [Crossref]

19. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. [Google Scholar] [Crossref]

20. George, D., & Mallery, P. (2019). IBM SPSS Statistics 26 step by step: A simple guide and reference (16th ed.). New York, NY: Routledge. https://doi.org/10.4324/9780429056765 [Google Scholar] [Crossref]

21. Google. (2020). Read Along by Google (formerly Bolo). https://readalong.google [Google Scholar] [Crossref]

22. Google. (2022, August 9). Help kids learn to read with Read Along, now available on the web. Google Keyword Blog. https://blog.google/products/education/read-along-web [Google Scholar] [Crossref]

23. He, X. (2024). Enhancing reading comprehension with AI-generated adaptive texts. International Journal of New Developments in Education, 6(7), 46–52. https://doi.org/10.25236/IJNDE.2024.060708 [Google Scholar] [Crossref]

24. Hidayat, A. (2024). The role of adaptive learning platforms in enhancing reading comprehension: A study of ReadTheory in Indonesian secondary schools. Indonesian Journal of English Language Teaching, 19(1), 89–105. https://doi.org/10.25170/ijelt.v19i1.1675 [Google Scholar] [Crossref]

25. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x [Google Scholar] [Crossref]

26. Ismail, R. A. (2025). Bridging the digital divide in Malaysian education. Penang Institute. [Google Scholar] [Crossref]

27. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. [Google Scholar] [Crossref]

28. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press. [Google Scholar] [Crossref]

29. Muniandy, V. A. P., & Kamsin, I. F. (2024). Readiness and challenges in implementing digital learning. International Journal of Academic Research in Business and Social Sciences, 14(11), 1–16. https://doi.org/10.6007/IJARBSS/v14-i11/23668 [Google Scholar] [Crossref]

30. Ngo, T. T. N., & Chen, H. H.-J. (2025). The impact of ASR-based reading tutor on young EFL learners’ oral skills: A case study of Google Read Along. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2528784 [Google Scholar] [Crossref]

31. Ramasamy, J. V., Yunus, M. M., & Ismail, H. H. (2025). Effectiveness of Google Read-Along application in improving reading skills of rural area upper primary ESL classroom. International Journal of Academic Research in Progressive Education and Development, 14(2), 2188–2212. https://doi.org/10.6007/IJARPED/v14-i2/19997 [Google Scholar] [Crossref]

32. Rasinski, T. V., Homan, S., & Biggs, M. (2016). Teaching reading fluency to struggling readers: Method, materials, and evidence. Reading & Writing Quarterly, 33(6), 1–16. https://doi.org/10.1080/10573569.2015.1072062 [Google Scholar] [Crossref]

33. Rodríguez-Fuentes, R. A., Ferrer Ariza, E., & Linero, J. (2024). Digital reading-aloud protocols and their effects on EFL fluency. System, 117, 102973. https://doi.org/10.1016/j.system.2023.102973 [Google Scholar] [Crossref]

34. Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218. https://doi.org/10.1111/0026-7902.00016 [Google Scholar] [Crossref]

35. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159–172. https://doi.org/10.1080/10573560308219 [Google Scholar] [Crossref]

36. Sun, P., Teng, F., & Yang, Y. (2023). Artificial intelligence in English language education: A systematic review of current trends and future directions. Education and Information Technologies, 28(5), 5927–5954. https://doi.org/10.1007/s10639-023-11628-1 [Google Scholar] [Crossref]

37. Taylor, P., Argasvipart, K., Kanokpermpoon, M., Rattanawisadrat, N., & Hrylytskyy, A. (2023). Stakeholders’ perceptions related to technology acceptance of Reading Progress in Microsoft Teams (Thailand). LEARN Journal: Language Education and Acquisition Research Network, 16(2), 365–392. [Google Scholar] [Crossref]

38. Teo, T. (2019). Students and teachers’ intention to use technology: Assessing their measurement equivalence and structural invariance. Journal of Educational Computing Research, 57(8), 2019–2041. https://doi.org/10.1177/0735633118816658 [Google Scholar] [Crossref]

39. Tessensohn, T. C., Yunus, M. M., & Ismail, H. H. (2025). Using AI-powered tools in enhancing reading skills in the ESL classroom: A systematic review. International Journal of Academic Research in Progressive Education and Development, 14(2), 402–418. https://doi.org/10.6007/IJARPED/v14-i2/19957 [Google Scholar] [Crossref]

40. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

41. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420 [Google Scholar] [Crossref]

42. Wilang, J. D., Seepho, S., & Kitjaroonchai, N. (2025). Exploring the relationship of reading fluency and accuracy in L2 learning: Insights from a reading assistant software. Education Sciences, 15(1), 39. https://doi.org/10.3390/educsci15010039 [Google Scholar] [Crossref]

43. Wiyaka, Silitonga, L. M., Sunardi, S., & Pramudi, Y. T. C. (2024). From nervous to fluent: The impact of AI chatbot-assisted assessment on English reading anxiety and performance in Indonesia. Theory and Practice in Language Studies, 14(12), 3851–3860. https://doi.org/10.17507/tpls.1412.20 [Google Scholar] [Crossref]

44. Yunus, M. M., Ang, W. S., & Hashim, H. (2021). Factors affecting teaching English as a second language (TESL) postgraduate students’ behavioral intention for online learning during the COVID-19 pandemic. Sustainability, 13(6), 3524. https://doi.org/10.3390/su13063524 [Google Scholar] [Crossref]

45. Yunus, M. M., Salehi, H., & Amini, M. (2019). Impact of using drama techniques in teaching English among Year 4 pupils. Creative Education, 10(12), 2564–2575. https://doi.org/10.4236/ce.2019.1012187 [Google Scholar] [Crossref]

46. Zhou, Y., Ma, Z., & Guo, X. (2022). A meta-analysis of the effects of foreign language reading anxiety on reading performance. System, 108, 102844. https://doi.org/10.1016/j.system.2022.102844 [Google Scholar] [Crossref]

47. Zhu, M., & Wang, C. (2025). A systematic review of research on AI in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29. https://hdl.handle.net/10125/73606 [Google Scholar] [Crossref]

48. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031 [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