AI-integrated Reading with Google Read Along: ESL Primary Learners Gamified Intervention
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.12.2026Keywords:
ESL learners , Reading comprehension, Gamification, Google Read Along, MotivationAbstract
This study evaluated an eight‑week intervention using Google Read Along with 30 11‑year‑old ESL learners in Kuala Terengganu, integrating app‑based practice in the classroom instruction. A mixed‑methods pre-test post-test design was employed, combining reading comprehension tests, a 10‑item motivation survey, and semi‑structured interviews with five learners. Quantitative results showed significant gains in reading performance, with mean scores increasing from 73.73 (SD = 14.77) to 81.40 (SD = 13.67), producing a medium–large effect size (Cohen’s dz = 0.79) and most of the learner’s demonstrating improvement, particularly lower‑proficiency readers. Motivation data indicated generally positive attitudes toward reading with leader boards recognition and badges included in the app provide strong recognition of its academic value and becoming motivated readers. Interview findings revealed that learners perceived the app as engaging and confidence‑building, highlighting benefits for pronunciation, vocabulary, fluency, and reduced reading anxiety, while also observing its practical challenges such as connectivity, device access, technical glitches and accent received by the app. Overall, the findings suggest that Google Read Along can be a valuable catalyst to teaching instruction by providing structured, gamified practice in fluency and comprehension, provided it is implemented within well‑resourced, pedagogically positive in ESL classrooms
Downloads
References
Abdusalomova, F., & Artikova, M. (2023). Benefits of applying gamification approach in teaching English to young learners: Read Along (educational app). Modern Science and Research, 2(5), 1242–1246. Retrieved from https://inlibrary.uz/index.php/science-research/article/view/20634
Alhalafawy, Waleed & Zaki, Marwa. (2022). How Has Gamification Within Digital Platforms Affected Self-Regulated Learning Skills During the COVID-19 Pandemic? Mixed-Methods Research. International Journal of Emerging Technologies in Learning (iJET). 17. 123-151. 10.3991/ijet. v17i06.28885.
Al-Matrafi, I. S. O., & Almuhammadi, A. (2025). AI in gamifying English language teaching to college students. International Journal of English Language Education, 13(2), 179–203. https://doi.org/10.5296/ijele.v13i2.23091
Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670
Bakkaloğlu, S., & Pilten, G. (2023). Examining the relationship between reading motivation and reading comprehension self-efficacy perception. International Journal of Psychology and Educational Studies, 10(1), 144–158. https://doi.org/10.52380/ijpes.2023.10.1.909
Badrasawi, K. J. I., & Abu Kassim, N. L. (2020). Reading skill among Malaysian ESL lower secondary students: Which girls and which boys are achieving and underachieving? IIUM Journal of Educational Studies, 8(2), 88–111. https://doi.org/10.31436/ijes.v8i2.329
Beaton, Dorcas & Bombardier, Claire & Guillemin, Francis & Ferraz, Marcos. (2001). Guidelines for the Process of Cross-Cultural Adaption of Self-Report Measures. Spine. 25. 3186-91. 10.1097/00007632-200012150-00014.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). BERA.
Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The use of new technologies for improving reading comprehension. Frontiers in Psychology, 11(751). https://doi.org/10.3389/fpsyg.2020.0075
Chandran, Y., & Shah, P. M. (2019). Identifying learners’ difficulties in ESL reading comprehension. Creative Education, 10, 3372–3384. https://doi.org/10.4236/ce.2019.1013259
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications.
Daha, E. S. (2023). Students' preferences for printed and digital materials and the calibration accuracy of their performance. International Journal of Instruction, 16(4), 771-786. https://doi.org/10.29333/iji.2023.16443a
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25(25), 23–38. https://doi.org/10.1016/j.edurev.2018.09.003
Diningrat, S. W. M., Setyosari, P., Ulfa, S., et al. (2023). The effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students’ reading comprehension. Journal of New Approaches in Educational Research, 12, 77–99. https://doi.org/10.7821/naer.2023.1.1073
Fàbregues, Sergi & Ibáñez, Dr. Milagros & Romano, Maria & Escalante-Barrios, Elsa & Younas, Ahtisham & López, Beatriz-Soledad. (2023). Use of mixed methods research in intervention studies to increase young people’s interest in STEM: A systematic methodological review. Frontiers in Psychology. 13. 10.3389/fpsyg.2022.956300
Fahandezh, F., & Mohammadi, A. (2021). The effect of gamified flipped classroom on the improvement of vocabulary learning of Iranian pre-intermediate EFL learners. Journal of English Language Teaching and Learning, 10(2), 83–98.
Gómez Niño, J. R., Árias Delgado, L. P., Chiappe, A., & Ortega González, E. (2025). Gamifying learning with AI: A pathway to 21st-century skills. Journal of Research in Childhood Education, 39(4), 735–750. https://doi.org/10.1080/02568543.2024.2421974
Guay, F. (2022). Applying Self-Determination Theory to education: Regulation types, psychological needs, and autonomy-supporting behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355
Hawari, N., Zain, N. H. M., & Baharum, A. (2020). The need of gamified assessment for engaging learning experience. Bulletin of Electrical Engineering and Informatics, 9(2), 722-728.
Jain, I., & Othman, N. (2019). Reading problems among primary school remedial pupils in one of Miri, Sarawak. Social and Management Research Journal, 16(1), 73. https://doi.org/10.24191/smrj.v16i1.6083
Jong, M., Ruzaini, A., Thulasy, S., Ravi, D. M., Wan Ainol Munirah, M., Yunus, M. M., Hashim, H., & Salehi, H. (2025). Leveraging artificial intelligence (AI) to enhance differentiated learning strategies in Malaysian ESL learners: A conceptual paper. ASEAN Artificial Intelligence Journal, 2(1), 1–18. https://doi.org/10.37934/aaij.2.1.1-18
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10(10). https://doi.org/10.1186/s40561-023-00227-z
Khaleel, F. L., Ashaari, N. S., & Wook, T. S. M. T. (2019). An empirical study on gamification for learning programming language website. Jurnal Teknologi (Sciences & Engineering), 81(2), 151–162. https://doi.org/10.11113/jt.v81.11133
Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). The theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
Kiew, S., & Shah, P. M. (2020). Factors affecting reading comprehension among Malaysian ESL elementary learners. Creative Education, 11, 2639–2659. https://doi.org/10.4236/ce.2020.1112196
Košak-Babuder, M., Kormos, J., Ratajczak, M., & Pižorn, K. (2018). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing, 36(1), 51–75. https://doi.org/10.1177/0265532218756946
Legault, L. (2017). Self-Determination Theory. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences. Springer.
Liu, C.-C., Liao, M.-G., Chang, C.-H., & Lin, H.-M. (2022). An analysis of children’s interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. https://doi.org/10.1016/j.compedu.2022.104576
Mazlan, S. S., & Jusoh, M. T. (2025). An analysis of effect and consequence associated with stress among technical vocational teachers in Malaysia using artificial intelligence (AI) machine learning. Jurnal Kejuruteraan, 37(4), 1851–1857. https://doi.org/10.17576/jkukm-2025-374-23
Ministry of Education of Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia. https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207-malaysia-education-blueprint-2013-2025/file
Muhamed, S., & Kamsin, I. F. (2025). Teachers’ acceptance and intention to use artificial intelligence technology in teaching and learning based on the UTAUT model. International Journal of Information and Education Technology, 15(7), 1428–1433. https://doi.org/10.18178/ijiet.2025.15.7.2344
Musti, S., Smith, J. M., & Begeny, J. C. (2022). A virtual tutoring program to increase students’ text reading fluency. Intervention in School and Clinic, 105345122211404. https://doi.org/10.1177/10534512221140474
Nasir, N. S. (Syazwani), & Yaccob, N. S. (Syafiqah). (2024). A review of Google Read Along in English as a second language teaching and learning. In iPALiTES: International Pedagogy, Applied Linguistics and Teaching Excellence Symposium 2024 proceedings (pp. 126-136). iPALiTES Organising Committee.
Nawawi, Z. B., & Hassan, H. bin. (2021). Reading habit among the students in Sekolah Kebangsaan Seri Paka, Paka, Dungun, Terengganu. International Journal of Humanities Technology and Civilization, 49–53. https://doi.org/10.15282/ijhtc.v6i1.6668
Putri, L., Rezani, M., & Hermina, D. (2025). Correlational research design. Jurnal Riset Multidisiplin Edukasi, 2(6), 306–317. https://doi.org/10.71282/jurmie.v2i6.456
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Salleh, N. A., & Yamat, H. (2021). Motivating struggling Malaysian primary ESL readers through the “Read and Record Project”. Journal of English Language Teaching and Applied Linguistics, 3(1), 18–24. https://doi.org/10.32996/jeltal.2021.3.1.3
Shanthasheela, P., Arunkumar, K., & Premalatha, T. (2023). Effectiveness of Google Read Along App in improving reading skills of rural area primary school students. Journal of the Oriental Institute M.S. University of Baroda, 72(01), 1–5.
Smiderle, R., Rigo, S. J., Marques, L. B., Coelho, J. A. P. M., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(3). https://doi.org/10.1186/s40561-019-0098-x
Sofyan, N., Wahid, J. H., & Idris, N. (2021). The effectiveness of reading aloud strategy in concerning students' reading skills. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 11–18. https://doi.org/10.33394/jo-elt.v8i1.3564
Stratton, S. J. (2019). Quasi-experimental design (pre-test and post-test studies) in medical education research. Prehospital and Disaster Medicine, 34(6), 573–574. https://doi.org/10.1017/S1049023X19005053
Su, Jiahong & Zhong, Yuchun. (2022). Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence. 3. 100072. 10.1016/j.caeai.2022.100072.
Tam, Maureen. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology & Society. 3.
Triantafyllou, S. A., Georgiadis, C., & Sapounidis, T. (2025). Gamification in education and training: A literature review. International Review of Education, 71, 483–517. https://doi.org/10.1007/s11159-024-10111-8
UIL (UNESCO Institute for Lifelong Learning) & APCEIU (UNESCO Asia-Pacific Centre of Education for International Understanding). (2019). Global citizenship and adult literacy. Hamburg, UIL. Retrieved from https://www.uil.unesco.org/sites/default/files/medias/fichiers/2022/03/uhglobal_cit_adult_lit.pdf
UNESCO. (n.d.). What you need to know about global citizenship education. Retrieved April 18, 2025, from https://www.unesco.org/en/global-citizenship-peace-education/need-know
Wang, Xiaocheng & Jia, Lina & Jin, Yuanying. (2020). Reading Amount and Reading Strategy as Mediators of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Achievement. Frontiers in Psychology. 11. 586346. 10.3389/fpsyg.2020.586346
Wang, Zhiru & Harun, Jamalludin & Yuan, Yihuan. (2024). Enhancing Reading Instruction Through Gamification: A Systematic Review of Theoretical Models, Implementation Strategies and Measurable Outcomes (2020-2024). Journal of Information Technology Education: Research. 23. 028. 10.28945/5394.
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/10.1111/cdep.12184
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170
Wook, T. S. M. T., Zairon, I. Y., Rahmat, M., Dahlan, H. A., & Salleh, S. M. (2021). Gamification strategy of active learning in mentoring among milineal students. Asia-Pacific Journal of Information Technology and Multimedia, 10(1), 141–155. https://doi.org/10.17576/apjitm-2021-1001-12
Yong, C. K. (2025). Artificial intelligence in education, helper or destroyer from a students’ perspective? Jurnal Personalia Pelajar, 28(1), 143–150. https://doi.org/10.17576/personalia.2801.2025.15
Yulianti, D. F., & Saputri, S. (2024). Navigating educational challenges: The resilience-boosting power of AI in students’ interest. Jurnal Personalia Pelajar, 27(1), 21–27. https://doi.org/10.17576/personalia.2701.2024.04
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nur Syazwani Nasir, Nur Syafiqah Yaccob
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
