Harnessing Media Technologies in Overcoming Barriers in English First Additional Language for Intermediate Phase Learners

Abstract

The teaching of English First Additional Language (EFAL) in the Intermediate Phase presents persistent challenges, particularly during learners' transition from the Foundation Phase. Integrating modern media technologies into the curriculum offers potential solutions to support both teachers and learners during this critical stage. This study examines how media technologies can be utilized to overcome barriers in EFAL teaching and learning, particularly in resource-constrained and rural school contexts. A qualitative research design was adopted, using purposive sampling to select 16 participants with lived experiences in EFAL instruction. Data collection included semi-structured face-to-face interviews, non-participant classroom observations, and a review of teaching and learning documents to support triangulation. Findings reveal that teachers' awareness and use of media technologies are limited, primarily restricted to laptops, smartphones, and smart TVs. Few participants referenced the pedagogical value of audio, visual, or audio-visual media. The study also highlights a lack of strategic prioritization by the Department of Basic Education (DBE) in promoting the integration of media technology, particularly in rural schools. The study recommends targeted teacher training programmes that encompass a broad spectrum of media tools. Furthermore, investment in infrastructure, which includes reliable Wi-Fi access and learner devices, is essential. Developing strong policy frameworks, offering ongoing professional development workshops, and fostering collaborative learning environments are also necessary to enhance EFAL instruction through media technology integration.