Exploring the role of interactive multimedia in supporting the teaching of reading comprehension: EFL teachers’ beliefs and practices

Abstract

This study explores the role of interactive multimedia in supporting reading comprehension in English as a Foreign Language (EFL) classroom, focusing on teachers' beliefs, practices, and the challenges. Guided by three research questions concerning these aspects, this study employed a qualitative case study design. Data were collected from nine EFL teachers teaching grade VIII in several junior high schools in Karawang through questionnaires, in-depth interviews, and textbook analyses. Thematic analysis of the transcribed and coded data revealed that teachers hold strong positive beliefs regarding the pedagogical benefits of interactive multimedia, particularly in enhancing student engagement, motivation, and comprehension. Teachers reported employing diverse multimedia tools, including YouTube, Canva, Padlet, and Google Classroom, to create multimodal reading experiences and support instructional and assessment practices. Despite these positive perceptions, several obstacles were identified, including technical limitations, time constraints, student-related challenges, and the need to balance multimedia with traditional reading activities. The study highlights the interconnectedness of teachers' beliefs, practices, and contextual challenges, suggesting that effective multimedia integration requires not only teacher confidence and pedagogical knowledge but also sufficient resources and institutional support. The findings provide insights for professional development, curriculum design, and instructional strategies to optimize the use of interactive multimedia in EFL reading instruction.