International Journal of Educational Studies

Influence of Digital Play on Alphabet Recognition: Evaluating Technology-Based Games in Preschool Literacy

Riza M. Crescencio, Lilibeth Pinili, Kaitlin Marie Opingo, Helen Revalde — Wed, 06 Aug 2025 00:00:00 +0000

This study investigated the effectiveness of traditional instruction and technology-based games in improving the alphabet knowledge of preschool learners at Panaghiusa Elementary School and San Roque Elementary School. Using a quasi-experimental design, 60 purposively selected learners were divided into two groups: a control group that received teacher-led lessons and an experimental group that used interactive educational applications, Kids Academy and Starfall. Pretest and posttest assessments measured uppercase recognition, lowercase recognition, and producing letter sounds. Results showed significant improvements in both groups, with the control group achieving higher mean gains, indicating the strong effect of structured traditional teaching. However, the experimental group also reached mastery, demonstrating that technology-based games are effective in reinforcing and sustaining alphabet knowledge while engaging learners. These findings highlight the value of combining traditional instruction with interactive digital tools to create a balanced approach for strengthening early literacy skills. The study provides practical insights for educators, curriculum planners, and policymakers in designing effective preschool literacy programs.

Enhancing Alphabet Recognition in Preschoolers through Technology-based Games

Emerita Torrejas, Lilibeth Pinili, Kaitlin Marie Opingo, Helen Revalde — Wed, 06 Aug 2025 00:00:00 +0000

This study examined the effectiveness of technology-based games in improving the alphabet knowledge of preschool learners at Garcia Park Elementary School, Bohol Division, during the school year 2025–2026. A quasi-experimental design was employed with 60 purposively selected learners divided into a control group, which received traditional instruction, and an experimental group, which used interactive educational applications. Pretest and posttest assessments measured uppercase recognition, lowercase recognition, and producing letter sounds. Results revealed significant improvements in both groups, with the control group showing greater mean gains, indicating the strong impact of structured, teacher-led instruction on early literacy development. However, the experimental group, which started at a mastery level, also demonstrated significant progress, highlighting the potential of technology-based games to reinforce and sustain alphabet knowledge while providing engaging learning experiences. Findings suggest that integrating traditional methods with digital tools offers an effective, balanced approach to strengthening foundational literacy skills. The study provides valuable insights for educators, curriculum developers, and policymakers seeking to enhance early childhood literacy instruction.

Enhancing EFL Learners’ Communication Skills in Real Life Situations, in Beninese Secondary Schools

Tue, 19 Aug 2025 00:00:00 +0000

This article aims to raise EFL teachers’ awareness of the impact of authentic communication tasks in simulated real life contexts on the enhancement of EFL learners’ language skills in Beninese secondary schools. This study explores the language practice activities EFL teachers have their learners carry out and their effect on their communication skills. The data of this study have been collected through questionnaires administered to samples of EFL teachers and learners from six (6) secondary schools, and via class observations in some of these schools. The findings show that a great majority of EFL teachers in Beninese secondary schools mostly focus their language practice activities on grammar notions, lexical items, language functions, written text comprehension, role-playing dialogues, with less emphasis on authentic communication tasks. Thus, most of the respondent EFL learners fail to hold conversations in English in real life situations. To solve this problem, EFL teachers should be trained about different ways to simulate real world communication instances in their classes so as to engage their learners in real communication tasks.