A Systematic Review of the Issues and Challenges of Preschool Teachers Regarding English Reading Assessment

Abstract

Researchers have extensively debated the use of English language instruction (ELT) at the preschool level. Although there is widespread consensus about the effectiveness of ELT and the implementation of English reading assessment (ERA) at the preschool level, significant challenges arise when it comes to acquiring a second, third, or foreign language. Hence, this comprehensive analysis examines the challenges encountered by preschool educators when assess the English reading skill and their perspectives on the appropriate use of ERA to young learners. By using three reputable databases, namely Scopus, Web of Science (WoS), and Malaysian Citation Index (MyCITE), a total of 36 papers were selected from a pool of 87 publications published between 2012 and 2023. The selection process included applying exclusion and inclusion criteria. The research revealed eight primary challenges encountered by preschool educators while applying ERA: English language fluency, pedagogical expertise, teacher perspective, curriculum, instructional materials, training, socio-cultural factors, and classroom setting. Preschool teachers' opinions about ERA include four primary concerns: bilingual education, children's characteristics, curriculum modification, and instructors' experience. These results will provide teachers, authorities, and researchers with a comprehensive understanding of the specific challenges that arise during the implementation of ERA in preschools. They will also provide effective strategies to address these challenges, beginning with the challenges held by preschool teachers.