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

Abstract

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.