HOW DO TEACHERS EXPERIENCE TECHNOLOGY FOR BUILDING DAILY ENGLISH SPEAKING SKILLS?

Abstract

In today’s increasingly digitalised classrooms, technology holds great potential for enhancing young learners' English-speaking skills. This study explores how primary school English teachers integrate digital technology to encourage daily English use among students. Using a qualitative descriptive approach, data were gathered through open-ended surveys with seven English teachers and in-depth interviews with three of them. The survey examined teachers’ current practices, the types of technologies used, the challenges they faced, student responses, and the level of school support. The interviews provided deeper insights into teachers’ reflections on what works best, the barriers encountered, and their hopes for sustaining technology integration. All qualitative data were analysed through thematic analysis, allowing patterns and recurring themes to emerge across teacher practices and experiences. The findings reveal that while teachers commonly use videos, language apps, and online interactive games to boost speaking practice, they face challenges such as limited infrastructure, time constraints, and varying student digital literacy. Nonetheless, teachers observed greater student engagement and confidence when technology was incorporated regularly. The study highlights the need for continuous school support, adequate training, and clear strategies to maximise the impact of digital tools on students’ daily English-speaking habits. These insights contribute to the ongoing discourse on sustainable technology integration in primary English education.