Abstract:

Information and Communication Technology (ICT) tools are included in teaching and learning to enhance the effectiveness of teaching and learning outcomes. As such, the primary goal of this study was to answer the following research question: How can the teaching and learning of English be transformed using ICTs? Using a qualitative, single case study approach and underpinned by the Technological Pedagogical Content Knowledge (TPACK) conceptual framework, fourteen teachers who teach English using ICTs were purposively sampled from selected high schools in Soweto. Data were collected using in-depth face-to-face interviews regarding participants' perceptions, experiences, the benefits, and the challenges related to using ICTs in the teaching and learning of English. The collected data were analysed using thematic analysis to identify any trends, variations, or insights that might assist with understanding how ICTs could transform the teaching and learning of English.

The findings revealed that teachers teaching English have positive attitudes toward using ICTs, believing that ICTs make teaching more accessible and allow them to combine auditory and visual resources in lessons. Likewise, ICTs motivate innovative teaching and promote constructive learning to enhance learners' ability to reason, be creative, solve problems, access and evaluate knowledge, and independently practice speaking, reading, writing, and listening skills. The use of ICTs encourages teachers to become technologically proficient and modify their teaching pedagogy. ICTs allow subject content to be taught using text, graphics, audio, and video to enhance learning and improve understanding.

Similarly, learners develop digital literacy abilities and become more adept at exploring online resources, which benefits their learning. Digital resources, such as language learning applications, multimedia resources, and virtual classrooms, offer learners a varied learning experience. Moreover, ICTs support collaborative learning through online conversations, debates, role-plays, virtual group projects that promote cooperation and communication. Additionally, teachers could use ICTs to provide learners with feedback electronically, highlighting errors and potential development areas.

However, despite the various benefits, teachers encountered the following challenges: power outages, vandalism and theft of ICT infrastructure, the non-functionality of ICT devices, the lack of support from ICT technicians in schools, and learners using ICTs more for entertainment than for educational purposes. Although teachers received training on integrating ICTs in teaching and learning, this training needed to be improved. They indicated that more professional development on effectively integrating ICTs to teach English was necessary for them to reap the benefits of using ICTs and get a good return on investment in ICTs. The findings of this study may assist the Gauteng Department of Education (GDE) in developing or revising its plans and policies for integrating ICTs in teaching and learning. The limitation of this study is as follows: The study included teachers teaching English from seven selected township schools in Soweto in the Gauteng Province of South Africa. It is therefore recommended that this study be extended to include learners and other township schools in South Africa to obtain a broader perspective on how ICTs may be used to enhance the teaching and learning of English.

Keywords:

Technological Pedagogical Content Knowledge (TPACK), Information and Communication Technologies (ICTs), high schools, English, teaching and learning.