Exploring technology use in elementary reading EFL classrooms : a case-study in a Lebanese school

Abstract

This study aims to examine the effectiveness of the use of educational technology in elementary English as a Foreign Language classrooms (EFL) with a focus on reading skills. The context of this study is a Lebanese private school located in Koura Lebanon. The study explores the types of technology driven activities used in reading lessons, the teachers’ views and perceptions about the role of technology in enhancing elementary students’ reading skills, and students’ perceptions and attitudes towards the use of technology in general, and in English reading classes in particular. A mixed method case study was used in this study. Data was gathered from classroom observations, student Surveys and EFL teacher interviews. The observation of three English elementary classes extended over two weeks. At the end of the observation period, surveys were distributed to students to examine their perceptions towards technology use in Reading lessons. Interviews were then conducted with three English teachers to explore their views and perceptions regarding the use of technologies in EFL classes and its efficacy on students’ learning. The results generated from the three data sets revealed that using different technologies in elementary reading classes can positively affect students’ learning. It facilitates the learning process and enhances their reading comprehension skills. Results also showed that students are eager to learn reading with the use of technology and they feel motivated and engaged in English reading classes.