Effect of Technology while Teaching National Geographic Learning (NGL) Life Series Books: Perceptions of Teachers and Students

Authors

  • Assem Alqarni

    GRC Department, Applied college, King Abdulaziz University, Jeddah 22254, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i10.10832
Received: 1 July 2025 | Revised: 8 July 2025 | Accepted: 28 July 2025 | Published Online: 22 September 2025

Abstract

This mixed–methods study explores the perceived effectiveness of National Geographic Learning (NGL) Life Series digital tools in English as a Foreign Language (EFL) instruction drawing on both student and teacher perspectives. Data were collected over a four–month period (January–April 2025) using structured questionnaires from 100 students and semi–structured interviews with six EFL instructors. Quantitative findings reveal that 88% of students reported enhanced classroom engagement, while 83% of teachers observed improved participation, both attributing these outcomes to the tools' interactive and gamified features. However, internet connectivity issues reported by 42% of respondents and by 29% as insufficient device access hindered seamless integration. In addition, 50% of teachers identified concerns regarding the cultural alignment with pedagogical relevance. The findings underscore the necessity of developing robust digital infrastructure and providing sustained professional development for educators to optimize the pedagogical utility of such tools for both engagement and effectiveness.

Keywords:

Technology integration; National Geographic Learning; Digital resources; EFL teaching; Student–teacher perceptions

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How to Cite

Alqarni, A. (2025). Effect of Technology while Teaching National Geographic Learning (NGL) Life Series Books: Perceptions of Teachers and Students . Forum for Linguistic Studies, 7(10), 19–35. https://doi.org/10.30564/fls.v7i10.10832

Issue

Vol. 7 , Iss. 10 (October 2025): In progress

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Article

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Copyright © 2025 Assem Alqarni

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.