An Analysis of Students’ Perception on the Use of MS Teams Reading Progress by English Language Teachers

Abstract

Aim of the Study: The present study explores the Foundation level students’ perception regarding English teachers' integration of MS Teams Reading Progress to improve their reading and pronunciation skills at the University of Technology and Applied Sciences, Al-Musannah (UTAS-A), Oman.

Methodology: The study was quantitative in nature and a questionnaire was distributed among the students of Level 4 and Level 2 to seek their perceptions about the MS Teams Reading Progress as a tool for improving their reading abilities, comprehension, pronunciation, and overall language proficiency.

Findings: The data analysis indicates a strong positive response as most of them recognized enhancement in their reading skills, grammar, pronunciation, and confidence in speaking English with the help of MS Teams Reading Progress.

Conclusion: This study provides a valuable insight into students’ perceptions about MS Teams Reading Progress as a tool for improving reading abilities, comprehension, pronunciation and overall language proficiency. The data collected indicate a strong positive response, and majority recognized enhancement in their reading skills, grammar, and confidence in speaking English with the help of MS Teams Reading Progress. 65% of respondents, specifically, agreed that their reading ability and comprehension improved, and similar trends were observed in perceptions of grammar and language proficiency. Besides the overall positive perception of the students, the study also identified some areas for further research as a notable percentage of students involved in the study expressed neutrality about their experiences with pronunciation and MS Teams Reading Progress’ ability to address individual learning needs.