1.

Introduction

The 21st century has seen a rapid rise in the use of Information and Communication
Technology (ICT) in different areas including education. Globally, schools are using
technology to improve the way learners learn, and teachers teach. ICT includes computers,
the internet, smartboards, educational apps, and online learning platforms that make lessons
more interactive and engaging. This shift to digital learning has changed traditional education
methods, making it possible for learners to access information easily and learn at their own
pace ( Smith & Nkosi 2023). In South Africa, the integration of ICT in education is
particularly important. Many learners face challenges such as overcrowded classrooms, a lack
of learning materials and limited access to educational resources. Technology can help bridge
these gaps by providing access to digital textbooks, online lessons, and interactive learning
tools.

However, despite these advantages many schools, including Lephola Secondary School, still
struggle to fully implement ICT in classrooms due to a lack of resources, internet access and
teacher training. This proposal focuses on the integration of ICT in Senior Phase Language
Teaching at Lephola Secondary School. Language learning is a crucial part of education
because it helps learners communicate effectively, improves their academic performance, and
prepares them for future careers. By introducing ICT tools into language teaching, learners
can develop their language skills in a more interactive and engaging way. This proposal aims
to explore how ICT can be effectively used in language education, identify the challenges
faced by Lephola Secondary School and provide solutions to improve the learning experience
for learners.

2. Background

In South Africa, where many people speak different languages, it is important for learners to
develop strong language skills. Good language proficiency helps learners succeed in school,
find job opportunities, and communicate in different social and professional settings.
However, many schools still rely on traditional teaching methods, such as memorization and
textbook-based learning. While these methods have been used for many years, they do not
always meet the needs of modern students who are used to digital content, videos, and
interactive learning experiences. The Integration of ICT in language teaching has many
benefits hence it allows learners to access real-world language resources, practice their skills
through interactive exercises and engage in discussions with other learners.
Digital tools such as language learning apps, online dictionaries, grammar-checking software,
and interactive games can make learning more enjoyable and effective. ICT can help teachers
by providing them with lesson planning tools, access to online teaching materials, and
platforms for tracking learner’s progress. However, despite the advantages of ICT many
schools face challenges in adopting these technologies. Lephola Secondary School, like many
other schools in the region experiences difficulties due to a lack of computers, unstable
internet connectivity, and insufficient teacher training on using digital tools. Without proper
infrastructure it is hard to fully integrate ICT into language teaching.

Teachers may also struggle to use technology effectively if they are not given proper
guidance and training. Another challenge is the digital divide, where some learners have
access to technology at home while others do not. This creates inequality in learning, as some
learners can practice using digital resources outside of school while others rely only on
classroom lessons. It is important to find ways to ensure that all learners have equal
opportunities to benefit from ICT in education.

This research will explore the current state of ICT integration in Senior Phase Language
Teaching at Lephola Secondary School. It will examine the challenges that prevent the
effective use of ICT, identify opportunities to improve the system, and propose strategies to
make language learning more engaging for learners. Additionally, providing practical
recommendations that will help the school use technology more effectively in language
education, leading to better learning outcomes for learners. By addressing these issues, the
research hopes to contribute to the modernization of language teaching at Lephola Secondary
School and ensure that learners receive a quality education that prepares them for the digital
age.

3. Research aim

The significance of this research lies in its potential to address the digital divide that exists in
many South African schools. By investigating how ICT integration can address the
technology gap and promote digital equity among learners, this study aims to provide insights
into how to bridge the digital divide and ensure that all learners have access to the digital
technologies they need to succeed. This is particularly important in today’s digital world,
where learners who lack access to digital technologies are at a significant disadvantage.

This study is also significant because it seeks to explore how ICT integration can enhance
learner engagement and motivation in senior phase language classes. Learner engagement is a
critical factor in determining academic success, and finding ways to improve engagement is
essential for promoting better learning outcomes. By investigating the impact of ICT
integration on learner engagement, this study can provide valuable insights into how to
promote more effective learning.

Ultimately, this research aims to contribute to the development of more effective language
teaching and learning strategies, therefore improving learner outcomes. By exploring the
effectiveness of ICT integration in senior phase language teaching, this research can provide
new insights and perspectives on the challenges and opportunities associated with ICT
integration and help to promote better learning outcomes for learners in South Africa.

4. Main research question, four subsidiary questions, and four research objectives

Main research question

Integrating ICT into the senior phase language teaching at Lephola Secondary School:
Towards addressing technological gaps and enhancing learners’ engagement.

Research questions

1. In what ways is ICT presently incorporating into language education for the senior phase at
Lephola secondary school?

2. What do teachers think about the effectiveness of ICT tools in improving language learning
in the senior phase?

3. What obstacles do language teachers encounter when implementing ICT in senior phase
classroom?

Subsidiary questions

1. What advantages and obstacles arise from the use of ICT in language teaching during the
senior phase at Lephola Secondary School?

2. How do educators’ perceptions and beliefs affect the integration of ICT in language
teaching for the senior phase at Lephola Secondary School?

3. Which ICT tools and resources are most effective in boosting language learning outcomes
at the senior phase level at Lephola Secondary School?
4. How can ICT facilitate differentiated instruction to cater to the varied needs of senior
phase language learners at Lephola Secondary School?

Research objectives

1. To analyze the effect of ICT integration on language learning outcomes in the senior phase
at Lephola Secondary School.

2. To pinpoint the advantages and challenges associated with ICT-based language instruction
in the senior phase at Lephola Secondary School.

3. To assess how teacher perceptions and beliefs influence the integration of ICT in senior
phase language education at Lephola Secondary School.

4. To investigate the ability of ICT to provide differentiated instruction that accommodates

the diverse needs of senior phase language learners at Lephola Secondary School.

5. Literature review

Literature review: Integrating ICT into the senior phase language teaching at Lephola
Secondary School: Towards addressing the technological gaps and enhancing learners’
engagement.

The potential of information and communication technology (ICT) to improve student

engagement and close the technological divide in instruction has drawn a lot of attention to
its integration in education. There are advantages and disadvantages to using ICT in language
training, according to numerous research that have examined its effects on teaching and
learning.

The Role of ICT in language teaching

The use of ICT facilitates differentiated instruction which allows teachers to modify lessons
to meet the needs of each individual student and supports inclusive education. It also
encourages active learning, which allows students to interact with content in a dynamic way
rather than passively consuming information. According to (Mahlo and Wagih 2022), ICT
transforms language teaching by offering a range of digital materials that make learning
easier. Videos, podcasts, and interactive apps are examples of multimedia resources that
improve language learning and understanding.

Challenges in ICT integration

Even with the established advantages, research shows several barriers to ICT integration in
senior phase language instruction. Timotheus et al. (2023) state that insufficient digital
infrastructure, limited access to technology, and inadequate teacher preparation continue to be
major barriers in South African schools, and that the COVID-19 pandemic revealed
inequalities in ICT access, which disproportionately impacted disadvantaged students and
widened the educational divide. Teachers' resistance to change and the lack of support from
school administrators also contribute to slow adoption

Teacher readiness and professional development

(Peck 2020) emphasizes the necessity of ongoing professional development to give educators
the digital skills they need. According to the research, insufficient training may be the reason
why many instructors lack confidence in their ability to use ICT effectively. The study
promotes organized professional development courses that emphasize ICT integration's
educational and technical facets. To guarantee the long-term use of technology in the
classroom, educators should get continuous mentoring and assistance in acquiring digital
literacy.

Policy and institutional support

It is impossible to overstate the significance of institutional and governmental support for

ICT integration. A study by (Mahlo & Waghid, 2022) found that strategic investments and
clearly defined policies are necessary for the successful adoption of ICT in education.
According to the report, educational ministries should make it a priority to provide digital
resources, set up ICT training facilities, and create regulations that support curriculum
integration. Collaboration among educational institutions, the business sector, and the
government can also help address resource scarcity and enhance the technology infrastructure
in schools.

Enhancing learner engagement through ICT

A study by (Brown & Mlambo, 2021) analyses how ICT promotes learner engagement and
motivation in language learning. The findings indicate that interactive digital technologies,
such as gamified learning programs and virtual classrooms, make learning more engaging
and pleasurable for pupils. The study also shows that ICT encourages students to actively
participate in their education by promoting a student-cantered approach to learning.
Additionally, collaborative learning is made possible by online platforms, which let students
practice their language skills and participate in debates outside of the conventional classroom.

Research methodology
Qualitative methodology regarding ICT integration in language teaching
emphasizes examining the experiences, actions, and viewpoints of both
teachers and students concerning technology use in language classrooms.
In contrast to quantitative methods that focus on numerical data,
qualitative research seeks non-numerical insights that provide a richer
understanding of technology’s impact on language teaching practices. It
investigates contextual elements, such as how particular ICT tools (like
apps and online platforms) are utilized for language instruction, along with
the social and cultural dynamics influencing their adoption. This research
approach is particularly effective in capturing the subjective experiences
of educators and learners, offering insights into the perceived advantages,
difficulties, and effectiveness of ICT integration. Additionally, qualitative
research provides flexibility, allowing researchers to explore unexpected
findings and appreciate the complexities of technologically enhanced
teaching and learning. Techniques such as case studies, interviews, focus
groups, and ethnographic studies yield comprehensive data that
quantitative methods might overlook, illustrating how ICT adoption affects
pedagogy and student participation. Recent works by Pegrum and Tan
(2020), Swan and Shih (2021), and Yilmaz (2023) underscore the
significance of qualitative research in understanding the ways technology
transforms language teaching, revealing both innovative pedagogical
developments and the challenges teachers encounter in effectively
integrating ICT. Through these approaches, qualitative research offers
essential insights into the intricate dynamics of ICT in language education,
facilitating improvement and understanding.

Data collection tools

According to Creswell (2014) Data for research studies can be gathered

with the aid of research collection instruments or methods. To put it
another way, it's a method of gathering data from current sources,
observations, or people.
Interview

An interview related to ICT integration in senior phase language education

is a qualitative research approach that gathers information from teachers,
students, and other key figures to investigate the usage of ICT tools in
language instruction. These interviews reveal how technology can either
facilitate or hinder language learning within senior phase classrooms
(Kukulska-Hulme, 2020).

In these interviews, participants are typically questioned about the various

digital tools utilized (such as online platforms and language learning
applications), the tools’ effectiveness in improving language proficiency,
and the challenges encountered when incorporating technology into
teaching methods (Yusuf & Akinmade, 2020).

Interviews are an essential research tool for this study of ICT integration in
Senior Phase language classes at Lephola Secondary School because they
provide deep, profound insights into the experiences, perceptions, and
opinions of teachers and students about ICT integration; by conducting
interviews, researchers can collect comprehensive insights on the
advantages and difficulties of ICT utilization, pinpoint successful
strategies, and comprehend how the incorporation of ICT affect learners
involvement; by conducting interviews, we as researchers will be able to
understand the various aspects of ICT integration, informing
recommendations for educators and policymakers for ways to narrow the
technology gap and improve learner engagement. The impact of ICT on
student engagement, implementation issues, and effective ICT integration
techniques are just a few of the themes that will be covered through
semistructured interviews.

Teacher interview

1. Could you explain how you include ICT into your language instruction?

2. How do you believe ICT affects the motivation and involvement of

learners?

3. What assistance or instruction have you received on the use of ICT in

language teaching?

4. How much assistance and training do you believe educators require to

successfully incorporate ICT?

5. In what ways do you evaluate the success of integrating ICT into your
language instruction?
6. How may ICT integration in language instruction at your school be
improved, in your opinion?

Interview with learners

1. What is your opinion on the use of ICT resources and technologies in

language classes?

2. Do you think that using ICT in language classes makes you more
interested in the content? Why not?

3. Which ICT resources or technologies do you think are best for language
learning?

4. Have you had any difficulties utilizing ICT in language classes? What are
they, if any? 5. How can teachers use ICT to enhance language learning, in
your opinion?

6. Do you believe your language abilities have improved as a result of ICT

integration? If so, how?

Observation

An observation related to the integration of ICT in language teaching for

senior phase students involves systematically watching and documenting
how teachers and students interact with technology during lessons. This
approach offers important insights into the usage of ICT tools, the
challenges faced, and the tools’ effectiveness in improving language
learning.

Recent research suggests that, although integrating ICT has the potential
to enhance language education, various challenges impede its complete
adoption. For example, a study by Ntsala and Seabela (2023) highlighted
issues such as insufficient time for collaborative activities, a lack of ICT
skills, low reading proficiency among students, and limited resources.
These results emphasize the necessity of conducting observations to
understand how ICT is being applied in real-time within classrooms and to
pinpoint areas that require assistance.

Thus, observations are vital for evaluating the current state of ICT
integration, informing professional development efforts, and guiding policy
decisions to improve the role of ICT in language teaching.

Questionnaire
A questionnaire Is a research tool made up of a set of questions aimed at
gathering information from respondents. In the realm of integrating
Information and Communication Technology (ICT) into language
instruction during the senior phase, questionnaires serve as effective
means to collect data on teachers’ viewpoints, experiences, and practices
related to ICT use in the classroom.

Reasons to Employ a Questionnaire in ICT Integration Research

1. Efficiency and Scope: Questionnaires enable researchers to gather

information from a wide array of participants within a short
timeframe. This advantage is significant when examining ICT
integration across various schools or districts.

2. Quantitative and Qualitative Data: By including both closed and

open-ended questions, questionnaires yield numerical data suitable
for statistical analysis alongside qualitative insights into teachers’
perceptions and difficulties concerning ICT integration.

3. Consistency: Utilizing a systematic questionnaire ensures that every

participant responds to the same questions in a uniform manner,
which bolsters the reliability and validity of the collected data.

4. Cost-Effectiveness: In comparison to other data collection methods,

such as interviews or observations, questionnaires are generally less
expensive to implement, especially when distributed electronically.