Environmental awareness is crucial for environmental preservation, and a wealth of information on this topic is available online. However, as English is a second or third language in Malaysia, many lower secondary pupils struggle to comprehend hypermedia content related to environment. To address this, the researchers conducted workshops to equip lower secondary school pupils with essential hypermedia reading strategies. After a series of workshops and a competition, the perceptions of these pupils’parents, and their ESL teachers was carried out to obtain their feedback. A qualitative research design was employed using semi-structured interviews. They were selected through purposive sampling; six teachers and ten parents who had participated in the E-STEM workshop and applied the learnt knowledge to their instructional practices and daily reading activities. The findings indicate that hypermedia tools substantially improve students’ engagement, comprehension, and retention of environmental science concepts, helping to simplify complex topics. However, challenges were identified, including variations in students’ technological proficiency and the need for more targeted professional development for teachers. Overall, the participants hold positive views toward the use of hypermedia tools for strengthening STEM-related reading comprehension in English. It further underscores the importance of addressing technological and pedagogical barriers to optimize the potential of hypermedia tools in fostering environmental awareness and enhancing language proficiency within the STEM education context.

Cite as:

(2026). Parents and English Teachers’ Perception Regarding Hypermedia Reading Strategies Workshop to Improve Pupils’ Reading Comprehension. Arab World English Journal, 17(2):483-497

DOI: https://dx.doi.org/10.24093/awej/vol17no2.30

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Keywords

Environmental awareness, hypermedia reading strategies, perceptions, reading

About the author

Associate Professor Dr. Maslawati Mohamad is a Senior Lecturer in Teaching English as a Second Language (TESL) at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her areas of expertise include English for Specific Purposes (ESP), reading in ESL contexts, and teaching and learning innovation. ORCID ID: https://orcid.org/0000-0002-8979-5895

Vithieya Vermmah Samachalam is a Master of Teaching English as a Second Language (TESL) student at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her research interests include vocabulary learning strategies, game-based learning, and English language pedagogy.

Dr. Nur Yasmin Khairani Zakaria is a TESL lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her areas of expertise include English language teaching, academic writing, and educational technology. She is interested to conduct research on artificial intelligence in ESL education, mobile-assisted language learning, and game-based learning. She has contributed to studies on AI-powered writing assistants and innovative approaches to improving English proficiency among ESL learners.
ORCID ID: https://orcid.org/0000-0001-8129-3113

Dr. Nur Ainil Sulaiman is a TESL lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Currently, she is the Head of the Graduate Programme for the Centre for Learning and Teaching Innovation Studies.Her research areas include English language teaching, technology-enhanced learning, mobile-assisted language learning, and innovation in ESL education.
ORCID ID: https://orcid.org/0000-0001-6212-7494

Dr. Nur Atiqah Jalaludin is a senior lecturer at the Faculty of Education, Universiti Kebangsaan Malaysia. Her research interests include STEM education, blended learning, and educational innovation. Her published articles include students’ learning experiences and cognitive development in blended learning environments. ORCID ID: https://orcid.org/0000-0003-4114-5030

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