Bridging Perspective: Educator’s and Parent’s Views on Interactive Apps for English Vpcabulary Acquisition in Malaysian Preschoolers
Bibliographic record
Abstract
In recent years, the integration of technology into early childhood education has significantly transformed language learning, particularly in non-native English-speaking contexts like Malaysia. This study investigates the impact of interactive mobile applications on English vocabulary development among preschool children and evaluates the benefits of incorporating such digital tools into early language education. Interactive applications offer multimedia-rich and highly engaging learning experiences, utilizing features such as animations, gamified tasks, sound effects, and speech recognition. These elements are designed to capture young learners’ attention and facilitate deeper learning through play-based strategies. Recognizing the essential role that both educators and parents play in early childhood education, this study centers on their perspectives to understand how interactive apps are perceived, implemented, and evaluated in real-world preschool settings. A mixed-methods research design was employed, involving the collection of quantitative and qualitative data through structured questionnaires, focus group discussions with educators and parents, and analysis of user reviews from app platforms. The study aims to generate a comprehensive understanding of the educational value of such applications, highlighting their strengths and limitations. Findings from this research are expected to inform best practices in integrating interactive digital tools into the preschool English language curriculum and pedagogical decisions in early education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".