Challenges and computer-aided reading strategies in vocabulary enhancement

Abstract

Early literacy development depends significantly on developing a vocabulary, and computer-aided reading techniques have the potential to improve this process. To maximize their efficacy, grade 1 teachers might encounter particular difficulties when implementing these tactics into their lesson plans. In light of this, the goal of this study is to determine the difficulties that Grade 1 instructors encounter when instructing vocabulary and investigate the possibility of using computer-aided reading procedures to help with these difficulties. The primary goal of the qualitative research for this study was to interview grade 1 teachers about their experiences and anecdotes. Six professional teachers—four from private and four from public schools— participated in the study's interviews. According to the results, the most challenges that first-grade teachers encounter when trying to expand their students' vocabulary include the transition from their native tongue to English, word pronunciation and spelling mistakes, and students' reluctance to learn new vocabulary. The twenty experienced educators use a range of techniques to help students with their vocabulary. These include using the Marungko Method in a multimedia presentation to introduce letter names and sounds, watching phonics and phonemic movies, pronouncing words using YouTube videos and audio-visual presentations, interactive slides, digital flashcards, recordings of the alphabet, and rereading while playing interactive language games to help with retention. The study's outcomes will contribute to the existing literature on vocabulary instruction and computer-aided learning, highlighting the potential of technology in addressing the challenges faced by Grade 1 teachers.