Rural ESL Teachers’ Perceptions of a Mobile Reading Application for Reading Instruction

Persepsi Guru ESL Luar Bandar Terhadap Aplikasi Membaca Mudah Alih Untuk Pengajaran Kefahaman Membaca

Abstract

Reading comprehension remains a persistent challenge in rural Malaysian primary ESL classrooms, where teachers often experience constraints in accessing pedagogically suitable and contextually relevant instructional materials despite the increasing availability of mobile technologies. While mobile applications have been widely promoted for language learning, limited empirical attention has been given to how rural ESL teachers perceive their use for reading instruction. This qualitative case study explores rural upper primary ESL teachers’ perceptions of using ComprehendIt, a mobile reading application designed to support reading comprehension instruction. Six rural ESL teachers participated in the study over thirteen weeks. Data were collected through semi-structured interviews, classroom observations, weekly reflections, summative reflections, teachers’ group chat discussions, and log activity, and were analysed thematically. Guided by the Technology Acceptance Model (TAM), the findings revealed four interrelated themes shaping teachers’ perceptions: (i) ease of use and preparation efficiency, (ii) pupil engagement, (iii) technical barriers, and (iv) professional confidence and attitudes. Teachers perceived the application as easy to use and time-efficient, particularly in reducing preparation workload through predictable instructional routines, simple navigation, and projection features. The application was also viewed as instructionally useful in enhancing pupil engagement through visual supports, structured worksheets, and interactive activities. However, these positive perceptions were moderated by rural contextual constraints, including unstable internet connectivity, technical glitches, limited digital familiarity, and readability issues. Despite these challenges, teachers’ confidence and attitudes towards continued use became increasingly positive over time. This study contributes empirical insight into rural ESL teachers’ perceptions of mobile learning for reading instruction and highlights the importance of contextualising technology acceptance within rural educational realities. The findings underscore the need for user-centred, teacher-supportive mobile applications to promote sustainable technology adoption in resource-constrained ESL classrooms.