Exploring English Language Teachers’ Perceptions and Practices of Digital Lesson Planning Using Planboard: A Qualitative Study in a Private School in Seremban

Abstract

The digitalization of educational practices has intensified the need for effective Digital Lesson Planning Platforms (DLPPs), yet empirical evidence regarding their implementation in Malaysian private schools remains limited. This study investigates the effectiveness of Planboard, a DLPP, in enhancing instructional planning among English language teachers at a newly established private school in Seremban, Malaysia. Although digital tools are increasingly integrated into education, the use of DLPPs in Malaysian private schools, particularly in ELT, remains underexplored. Addressing this gap, the study aims to evaluate Planboard’s usability, usefulness, and influence on lesson quality, structure, and efficiency, while identifying challenges encountered during its integration. Guided by the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) framework, a qualitative methodology was employed through five months of classroom observations and semi-structured interviews with two English teachers. Findings indicate that Planboard improved lesson organization, time management and curriculum alignment, particularly when used by digital literate teachers. However, technical challenges such as internet reliability, data retention and limited digital fluency were significant barriers. The study contributed to the understanding of DLPP adoption in underrepresented educational contexts and underscores the importance of infrastructure, training and instructional support for effective implementation. These insights highlight the potential of digital platforms to enhance lesson planning when integrated thoughtfully into pedagogical routines.