Interactive Technologies in Improving English Speaking Skills for Fifth-grade Pupils: A Needs Analysis

Abstract

This study investigates the oral English needs of Grade 5 students and explores their perceptions of interactive technologies for supporting speaking development. A mixed-methods approach was employed, combining a questionnaire completed by 109 students with follow-up interviews with 10 participants. The questionnaire examined learners’ background, self-assessed abilities, perceived problems, learning priorities, and attitudes toward interactive technologies, while the interviews provided deeper insights into students’ experiences. The quantitative results revealed that students perceived notable weaknesses in vocabulary, fluency, grammar, and pronunciation, as well as affective barriers such as shyness and fear of mistakes. Preferences for interactive learning styles and interactive technologies were also identified. The qualitative findings complemented these trends, showing that breakout rooms, interactive whiteboards, multimedia, and AI chatbots were valued for reducing anxiety, enhancing engagement, and providing supportive practice. At the same time, challenges such as technical issues, silence in group work, and distraction from multimedia were also reported. Overall, the study contributes to the literature on needs analysis and technology-enhanced language learning by highlighting the role of interactive technologies. The findings offer practical implications for the design of learner-centered modules and provide directions for future research on the integration of interactive technologies in primary-level English education.