| dc.description.abstract | This qualitative study explored English as a second language (ESL) teachers’ perspectives on implementing Achieve3000, an online reading platform, as an extensive reading tool to enhance English proficiency and academic achievement among Arabic speaking students in the United Arab Emirates (UAE). More specifically, it aimed to examine the diverse purposes behind using the Achieve3000 programme, the limitations of the programme, as well as recommendations on how to better adapt the programme for local students in the UAE.
A combination of purposive, convenience, and snowball sampling techniques was used to identify and recruit a heterogeneous group of sixteen ESL teachers from four schools that adopted an American curriculum in a north-western emirate in the UAE. Guided by an Interpretive Phenomenological Approach, this study gathered data through phenomenological and focus group interviews using open-ended questions, and thematically analysed participants’ responses to gain insights into their perspectives on various aspects of the Achieve3000 programme.
Findings revealed that participants positively embraced Achieve3000, appreciating its impact on improving students’ motivation to read in English, literacy development and academic success. They highlighted the platform’s customised content, cultural appropriateness, and data-driven techniques, which facilitated effective instructional planning and student progress tracking. However, challenges of implementing the programme were also identified by participants, such as technical issues, adaptation difficulties, lack of consistent support from leadership, and difficulties in assisting struggling readers. To address these challenges and improve the programme’s effectiveness, participants suggested enhancing Achieve3000 with multimedia tools, interactive features, and gamification elements. They also recommended refining the assessment and monitoring features of the programme; enriching contents to better meet students’ learning needs and interests; and increasing leadership involvement in training and ongoing professional development.
These findings are discussed through the lenses of extensive reading, differentiated instruction and teacher cognition to understand the complexity of implementing platforms such as Achieve3000 in ESL programmes in a broader educational context. They provide valuable insights for school educators and administrators seeking to enhance literacy instruction through technology-enhanced and inclusive extensive reading programmes in ESL contexts. The study also expands the literature on ESL programme implementation and evaluation, emphasising the importance of teacher engagement for understanding and promoting programme effectiveness. | en_GB |
