Abstract:

This research aims to establish the effect of computer technology on learning in a South African multilinguistic language class. This study also investigates how relevant technologies can be used to address the individual needs of learners and the challenges that teachers face with the integration of technology in the classroom. Learners in a grade 11-multilinguistic language class who take Afrikaans First Additional Language (FAL) as a subject did not necessarily received the required Afrikaans as a FAL in their primary school years. However, teachers are faced with the challenge that at the end of the year learners with different levels of proficiency of Afrikaans FAL, with different backgrounds and experiences have to reach the same learning outcomes and are evaluated by the same assessment criteria in Afrikaans FAL. The literature review included an explanation of the theories of new literacies, FAL acquisition, the integration of emerging technologies and previous research. My framework adapts the conceptual theoretical framework, the Technological Pedagogical Content Knowledge (TPACK) framework to incorporate Vygotsky’s Zone of Proximal Development. It was employed as a lens with which to evaluate the efficacy of computer technology on learning in a multilinguistic language class. By employing a qualitative case study, the researcher observed the development and learning of 19 learners in one of such a multilinguistic language class, utilising the power of the internet and harnessing the use of specially created blogs to collect data. Technology such as blogs, chat rooms and e-portfolios was employed to observe learners’ language behaviour and the cyber-culture shared with each other. Learners engaged with technology and reflected on the blog on their learning experience. This data was supported by electronic interviews with learners and focus group discussions with other FAL teachers in the school, reflecting their thoughts, views and opinions on the effect of technology on language teaching and learning. The researcher benefitted from the automatic transcription and electronic analysis of the data. Findings indicated that learners and teachers in this inquiry preferred the integration of technology in the FAL classroom because of the positive effect it has on FAL learning such as language acquisition, learner-centred activities, self-directed learning, collaboration and motivation. Authentic instructions and written corrective feedback (WCF) were key components that encourage deep FAL learning. The integration of Turnitin software in second language classrooms has given rise to a different method of communication and resulted in spontaneous collaboration among all members interacting in the target language on the discussion board of Turnitin. This interaction in the target language lead to language acquisition and the new knowledge created in a social constructivist environment. The written corrective feedback started an iterative cycle of review and contribution. In conclusion, technology, specifically Turnitin, an existing plagiarism tool, provides learners with authentic opportunities to engage with written corrective feedback (WCF), to reflect on their work, to integrate the grammar rules which are a core part of second language learning with the authentic creative writing of the learners, in order to address the different levels of proficiency in the target language through written corrective feedback (WCF).

Keywords:

Additional language teaching, self-directed learning, technology integration, Turnitin, technological pedagogical content knowledge (TPACK).