EXPLORING ENGLISH FIRST ADDITIONAL LANGUAGE TEACHERS’ TPACK INFLUENCE ON LISTENING AND SPEAKING AT THE RURAL SCHOOLS
University of South Africa 1 Preller Street, Muckleneuk Ridge, South Africa
Abstract
This study examined how English First Additional Language (EFAL) teachers’ Technological Pedagogical and Content Knowledge (TPACK) influences the teaching of listening and speaking in the rural Intermediate Phase in Limpopo Province. Guided by an interpretivist paradigm, the study adopted a qualitative exploratory case study design underpinned by the TPACK framework. Data were collected through semi-structured face-to-face interviews with ten purposively selected teachers from five primary schools. The data collected were analysed thematically. The findings revealed that teachers integrate accessible digital tools, including mobile phones, projectors, and smartboards, to enhance learner engagement, comprehension, and oral participation. Despite infrastructural challenges, teachers demonstrated creativity, agency, and adaptability in their use of technology. The use of multimedia resources improved learner motivation, attentiveness, and speaking proficiency. The study concludes that effective enactment of TPACK plays a central role in strengthening EFAL pedagogy in rural classrooms. It recommends sustained professional development, peer collaboration, and improved digital infrastructure to promote equitable technology integration. The study further argues that, even in under-resourced rural contexts, teachers’ innovative application of TPACK can transform EFAL listening and speaking instruction into a more engaging, learnercentred, and communicative practice.
Keywords
TPACK, EFAL, listening and speaking, rural education, technology integration, teacher professional development
