Primary EFL teachers’ perceptions of technology to support speaking

Abstract This study examines the perceptions of pre-service and in-service teachers on the use of technology-enhanced tasks to support children in speaking English in diverse primary EFL classrooms. Research on both primary EFL teachers’ perceptions and technology-enhanced speaking tasks for young learners is scant. This study addresses these gaps by exploring the views of participating pre-service and in-service EFL teachers. To gather data, three technology-enhanced projects were implemented in primary EFL classrooms and participant interviews conducted. Prior to data collection, a workshop was held to train participants in using technology. Interview findings suggest that participants considered various aspects of gamification, such as sequencing tasks, competition, and collaboration, to be crucial when designing and implementing technology-enhanced tasks to support young foreign language learners in speaking English. The results also highlight teachers’ desire for greater support, including teacher training, to enable them to implement such tasks.