Abstract
To strengthen literacy development among English First Additional Language (EFAL) learners, the integration of Artificial Intelligence (AI) tools in teaching reading offers new opportunities to learners. The study investigated how AI applications can be utilised to address reading challenges faced by learners during Grade 4 rural schools in Limpopo Province. The study employs a qualitative case study design drawing on CAPS document analysis, classroom observations, and semi-structured interviews with 12 Grade 4 teachers across three primary schools. The study was guided by the Technological Pedagogical Content Knowledge (TPACK) framework, which examines how teachers integrate technological tools, pedagogical approaches, and literacy content knowledge to support effective teaching and learning strategies. Findings revealed that adaptive AI tools provided personalised feedback, tracked learner progress in real time, and enhanced engagement through interactive reading activities in the classroom. Moreover, it was found by teachers that there is a great improvement in learners’ confidence and motivation when using AI-assisted reading support. However, constraints such as insufficient digital infrastructure, limited teacher training, and a lack of resources and theft posed challenges. The study concludes that the effective integration of AI tools has the potential to bridge literacy gaps and improve reading performance. The study recommendes that teachers should be trained and that policies should be refined.
Presenters
Makwalete MalatjiSenior Lecturer, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
ARTIFICIAL INTELLIGENCE, TEACHING READING, ENGLISH FIRST ADDITIONAL LANGUAGE
