Speaker
Description
As digital technologies become increasingly present in early childhood education, understanding how teachers integrate these tools within play-based language learning environments has become essential. This qualitative study explores EFL preschool teachers’ perceptions and classroom practices regarding the use of digital technology in play-based learning contexts.
Data were collected through semi-structured interviews and classroom observations involving preschool EFL teachers. The study examined three areas: (1) digital tools employed and their pedagogical purposes, (2) strategies used to transition children from screen-based activities to active play, and (3) challenges encountered in balancing technology use with play-based learning principles.
Findings indicate that teachers primarily utilize curated videos, interactive applications, and multimedia games to provide multimodal language input, increase learner engagement, and support vocabulary development. Effective transition strategies included role-play, storytelling, movement-based activities, and collaborative games that transformed digital experiences into meaningful language practice. Despite these benefits, teachers reported challenges related to technological reliability, limited professional training in digital pedagogy, time constraints in curriculum planning, and differing parental attitudes toward children's screen exposure.
The study suggests that digital technology can enhance early EFL learning when thoughtfully integrated with play-based methodologies. It highlights the need for targeted teacher professional development and institutional support to help educators effectively bridge digital and physical learning experiences in preschool classrooms.
Biography
Chandrahas Rathod is an ESL teacher based in Vietnam with a background in engineering and language education. He holds a Bachelor’s degree from NITK Surathkal, a Master’s degree from the Indian Institute of Science (IISc) Bangalore, and a Master of Philosophy from the University of Wollongong, Australia. He also holds a TEFL certification and has several years of experience teaching English to ESL learners.
His professional interests include early childhood EFL education, learner engagement, play-based learning, digital technology integration, and teacher development. His work focuses on exploring practical and research-informed approaches to enhance language learning in diverse educational contexts.
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