English primary school teachers' perceptions of green screens in teaching english.

Abstract

This study explored the use of the green screen in teaching and learning in a primary school. Despite the rising research on green screens in education, limited studies have focused on teachers' perceptions. This study focused on understanding English teachers' perceptions of green screens in teaching English. It drew on a qualitative approach to explore how and why English teachers used green screens in their teaching, the challenges teachers faced while using the green screen, and how their use of green screens impacted their professional development. Participants included five English teachers in a primary school in Malaysia. Data were collected from classroom observations and Stimulated Recall Interviews (SRI). The findings showed that most teachers used green screens to make video content for English lessons. Additionally, the green screen was an effective tool, facilitating teaching and enhancing students' learning. However, the data suggested that using green screens presented challenges, for example, time-consuming, technical issues, cost, inadequate equipment and lack of training. The findings also demonstrated that teachers' professional development was positively and negatively impacted when employing green screens in teaching. Based on these results, it can be concluded that it is important to highlight English teachers’ perceptions to examine the effectiveness of green screen technology in teaching English.