Utilizing Reading Progress Feature in Microsoft Teams

to Improve Reading Skill Among Year 5 Pupils

Action Research Report
by Nurul Amirah Abdul Rahman

Abstract
The advancement of technology in education has opened new avenues for personalized
learning. This study investigates the efficacy of leveraging the Reading Progress feature
within Microsoft Teams as an innovative tool to enhance reading skills among Year 5 pupils.
The research employs a mixed-methods approach, combining pre- and post-assessments,
qualitative interviews, and user engagement metrics.

The sample consists of 12 numbers of Year 5 students from SK Taman Tawau, selected
through purposive sampling. The intervention spans two months, starting February until
April 2023, during which students engage in structured reading activities facilitated through
Microsoft Teams. The Reading Progress feature allows for tracking fluency, accuracy, and
comprehension, providing timely feedback to both students and educators.

Preliminary findings indicate a significant improvement in reading fluency and

comprehension scores post-intervention. Qualitative analysis of student interviews
highlights increased engagement, self-motivation, and a heightened sense of accountability.
Educators report enhanced ability to tailor instruction to individual needs, supported by
real-time progress data.

This research demonstrates the potential of technology-integrated platforms like Microsoft

Teams in fostering literacy skills. The utilization of Reading Progress not only facilitates data-
driven instruction but also empowers students to take ownership of their learning. The
study offers practical insights for educators seeking effective tools to enhance reading
proficiency in upper primary education.

*Keywords: Reading Progress, Microsoft Teams, Year 5, Reading Skill*

1. Introduction
In an era characterized by rapid technological advancements, the integration of digital tools
in education has become imperative for fostering dynamic and personalized learning
experiences. As educators seek innovative methods to address the diverse learning needs of
students, the utilization of technology platforms holds immense potential. This study
endeavours to explore the impact of leveraging the Reading Progress feature within
Microsoft Teams, a widely adopted collaboration platform, on the development of reading
skills among Year 5 pupils.
Background and Rationale

Reading proficiency is a foundational skill that underpins academic success across

disciplines. However, in contemporary educational landscapes, educators face the challenge
of catering to varying levels of proficiency within a single classroom. Traditional approaches,
while valuable, often require adaptations to accommodate the diverse learning styles and
paces of individual students.

With the advent of technology-enhanced learning environments, there arises an

opportunity to address these challenges in a more targeted and adaptive manner. Microsoft
Teams, an integrated suite of collaboration tools, has emerged as a versatile platform for
remote and blended learning, offering features designed to facilitate communication,
collaboration, and assessment. The Reading Progress feature, a recent addition to this
platform, provides a means to monitor and support students' reading development in real
time.

In early October 2022, Kementerian Pelajaran Malaysia (KPM) took a significant stride
towards modernizing education by orchestrating an initiative workshop aimed at selecting a
number of schools to serve as pioneering testbeds for the application's integration. This
forward-thinking move demonstrates KPM's commitment to harnessing technology for
enhanced learning experiences. The workshop is poised to play a pivotal role in fine-tuning
the application's functionalities and gathering invaluable feedback from the selected pilot
schools. These insights will serve as a cornerstone for future refinements and pave the way
for potential widespread adoption of this innovative educational tool, marking a
transformative step in Malaysia's educational landscape.

Objectives of the Study

This research endeavours to achieve the following objectives:

1. To assess the impact of utilizing the Reading Progress feature in Microsoft Teams on the
reading fluency of Year 5 pupils.
2. To evaluate the effect of this technology-integrated intervention on students' reading
comprehension skills.
3. To explore the perceptions and experiences of both educators and students regarding the
implementation of Reading Progress in the learning process specifically in improving the
reading skills.

Significance of the Study

This study holds significant implications for educators, curriculum developers, and
policymakers alike. By investigating the efficacy of technology-enhanced reading
interventions, it contributes to the growing body of research aimed at optimizing
pedagogical practices in the digital age. Additionally, the findings are anticipated to provide
practical insights into leveraging Microsoft Teams as a platform for targeted reading
instruction, offering a blueprint for educators seeking to enhance literacy skills in upper
primary education.
2. Literature Review
- Review of Relevant Literature and Theoretical Framework

3. Methodology
- Research Design
- Data Collection Methods
- Data Analysis Techniques
- Ethical Considerations

The research employs a mixed-methods approach, combining pre- and post-assessments,

qualitative interviews, and user engagement metrics.
4. Participants
- Description of the participants involved in the study

The sample consists of 12 numbers of Year 5 students from SK Taman Tawau, selected
through purposive sampling. The intervention spans two months, starting February until
April 2023, during which students engage in structured reading activities facilitated through
Microsoft Teams.

5. Data Collection
- Details of data collection process, tools used, and any challenges faced
- Microsoft Teams tools
6. Data Analysis
- Description of how data was analysed and interpreted

7. Findings
- Presentation of key findings with appropriate visual aids (tables, graphs, charts)

8. Discussion
- Interpretation of findings in the context of existing literature
- Implications for practice and policy
- Strengths and Limitations of the study

9. Action Plan
- Specific recommendations based on the research findings
- Implementation strategies

10. Conclusion
- Summary of the research process and main outcomes

11. References
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TRANSLATION METHOD (GTM) IN THE DIGITAL LEARNING OF
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Nguyen, H. U. N., & Duong, L. N. T. (2021). The challenges of e-learning through Microsoft
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12. Appendices
- Any additional materials, such as survey questionnaires, interview transcripts, etc.