Abstract:

The teaching of English in secondary schools in South Africa is increasingly shaped by the integration of Information and Communication Technologies (ICTs), which offer opportunities to move beyond traditional textbook-based teaching towards more interactive, learner-centred pedagogies and the development of 21st-century skills. Despite growing interest in the use of ICTs in English language teaching, there is limited empirical evidence on how South African teachers integrate technology, pedagogy, and content in practice. Guided by the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this study explored how ICTs are influencing the teaching of English in selected secondary schools in Soweto. A qualitative research approach was used, with data collected from fourteen teachers teaching English from seven public secondary schools, where two teachers were purposively selected from each school. In-depth, face-to-face interviews were conducted to gain insight into teachers’ attitudes and experiences regarding the integration of ICTs in the teaching of English. The data were analysed thematically to identify key patterns and insights. Findings indicate that while most teachers acknowledge the potential of digital tools to enhance learner engagement and communication skills, challenges such as limited infrastructure, unreliable internet connectivity, and insufficient professional training impede effective ICT integration. Teachers further emphasised that ICTs can significantly enhance teaching and promote active learner participation when meaningfully integrated into classroom practice. The study concludes that ICT integration can improve English language teaching and learning if supported by adequate training, accessible digital resources, and coherent policy implementation. The findings also point to an emerging pedagogical shift from traditional, textbook-centred approaches towards more interactive, learner-driven models supported by technology. This transition necessitates not only access to ICT resources but also the strengthening of teachers’ TPACK through sustained professional development and contextual support. Accordingly, the study recommends that the Gauteng Department of Basic Education, in collaboration with school leadership, prioritise ongoing professional development initiatives and invest in reliable ICT infrastructure to promote equitable access and effective use of technology in the teaching of English.

Keywords:

ICT integration, English, Teaching, Digital literacy, Classroom Innovation, Soweto.