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Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions

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Abstract

ICT is an effective tool which can support young children’s reading skills in English as a foreign language (EFL), while teachers’ perceptions influence their classroom practices; however, there is limited empirical evidence on students’ perceptions on the use of ICT to enhance early reading skills in EFL. This study investigated early childhood student teachers’ perceptions regarding children’s reading skills in EFL via ICT, in Greece. A questionnaire was administered to 110 students. Students expressed positive perceptions indicating their willingness-intention to use ICT in teaching reading in EFL to young children. The skills and strategies most reported were that they will use computers (high percentage of agreement, over 70%) in their classrooms for the extension of children’s vocabulary and the motivation of children to read and to like reading. Students perceived as major barriers the technical support and the availability of resources. The greater the year of study, the more positive were their perceptions. Implications for early childhood pre-service teacher training and educational policy are discussed.

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Acknowledgements

The authors would like to thank the students who participated in the study and the anonymous reviewers for their constructive comments.

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Authors and Affiliations

  1. Department of Early Childhood Education, School of Education, University of Athens, Navarinou 13A, 10680, Athens, Greece

    Kleopatra Nikolopoulou, Despoina Akriotou & Vasilis Gialamas

Authors
  1. Kleopatra Nikolopoulou
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  2. Despoina Akriotou
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  3. Vasilis Gialamas
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Correspondence to Kleopatra Nikolopoulou.

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Nikolopoulou, K., Akriotou, D. & Gialamas, V. Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions. Early Childhood Educ J 47, 597–606 (2019). https://doi.org/10.1007/s10643-019-00950-8

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