Abstract
As technology evolves at an unprecedented pace, the ability to navigate and leverage digital tools has become indispensable in fostering learner engagement and motivation, particularly within English First Additional Language (EFAL) digitised lessons. This study was conducted in rural schools at Kgakotlou Circuit, in the Limpopo province of South Africa. The purpose of the study is to explore how EFAL teachers engage and motivate learners in digitised lessons at Kgakotlou Circuit. Grounded in interpretivism and informed by the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a qualitative descriptive case study design. Semi-structured interviews and classroom observations were employed to collect data from ten purposively selected Intermediate Phase EFAL teachers (four male and six female). The data are categorised into codes and themes. The findings provide insights into the strategies teachers use to enhance learner engagement and motivation in digital EFAL classrooms, as well as the challenges they encounter in rural contexts. This study contributes to the discourse on digital integration in language education and inform teacher professional development initiatives in South Africa.
Presenters
Margaret Malewaneng MajaAssociate Professor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digitised, Engagement, Motivation, Lessons, English First Additional Language, Rural Area
