The next generation of school-going pupils of elementary level will soon be made up of children from generation Alpha, born from the year 2010 to 2025. These technology-savvy young children will soon be dominating the classrooms demanding for digitalised instructional experiences. Technology-infused learning experience has been a prevalent concept in the education field in recent years. Many studies have been carried out to explore how social media and technology assists second language learning in the contexts of secondary and tertiary education. However, little is known about how elementary pupils learn English as a second language (ESL) using social media platforms, primarily in the Asian context. Therefore, the objective of this study is to investigate how Chinese primary school pupils learn English on social media. Drawing on the original data from a questionnaire survey and document analysis, the findings revealed that the research participants lack the experience of learning English on social media sites although they have access and the necessary competency in handling those sites. The implication derived from this study is that it would be advisable for teachers to steer and plan suitable instructional practices on social media platforms for elementary aged ESL learners in line with their learning preferences and needs.

One has to learn and master the four major language skills, namely listening, speaking, reading and writing, to be deemed proficient and fluent in the target language. In relation, reading skill is an essential language component and effective reading will allow for successful linguistic input so that comprehension, the ultimate outcome of reading skill, can be attained. Before comprehension can be established, it is important for readers to first read fluently. However, learning to read in a second or new language is often quite a challenging task. It is even more demanding for children with reading difficulties. Thus, this paper aims to explore the effectiveness of the reading intervention-assisted repeated reading using graded readers-in improving the oral reading fluency of struggling elementary-aged readers learning English as a second language (ESL). This action research based study was carried out with 7 struggling ESL readers from a primary school in the period of 30 days. The findings collected from three different data collection methods revealed that the participants were able to read with higher accuracy in word recognition and faster reading rate with improved prosodic reading. With the positive outcomes gathered from this study, it can be concluded that assisted repeated reading using graded readers did improve the oral reading fluency of struggling ESL readers. Further suggestions on how assisted repeated reading with graded readers can be adapted and applied to improve the oral reading fluency of struggling second language readers were also given.