ENHANCING READING PROFICIENCY THROUGH DIGITAL TOOLS: THE IMPACT

Abstract

As Malaysia continues to navigate digital integration in education, the role of interactive tools in language acquisition has become increasingly significant. This mixed-method research investigates the impact of Kahoot! on improving reading proficiency among Year 5 students in a vision school complex comprising SJK(T) Tun Sambanthan (SJKTS), SJK(C) Tun Tan Cheng Lock (SJKCTTCL) and SK Dato’ Onn Jaafar (SKDOJ). Quantitative data were collected from 21 Year 5 students from SKDOJ using a Google Forms-based questionnaire designed with Likert-scale items to assess students’ learning experiences in developing reading skills. The data revealed that over 75% of students acknowledge that Kahoot! made reading lessons more enjoyable, increased their focus, improved their self-confidence and helped them better understand texts. Qualitative insights gathered through interviews with the English Panel Heads supported these findings, highlighting increased engagement and motivation among learners. However, the interviews also revealed challenges, including limited access to quiz materials aligned with the MOE English textbook and time constraints in creating quality content. Despite these barriers, all panel heads agreed that Kahoot! is an effective supplementary tool when integrated with traditional approaches like group reading and comprehension worksheets. These findings suggest that while Kahoot! enhances reading instruction, its success depends on adequate planning, teacher training and digital infrastructure, particularly within multilingual vision school contexts.