Primary School Teachers’ Views on Integrating Technology in English Language Instruction in Rural School Contexts in the Lubombo Region of Eswatini

Abstract

The realization that traditional methods of teaching have become inadequate hence can no longer be exclusively used when teaching, has seen technology being integrated in instruction for all curricula. This study intended to explore the views of primary school teachers on the integration of technology when teaching English language in rural school contexts in the Lubombo region of Eswatini. The study was based on the following research questions: What are the views of primary school English language teachers on the integration of technology in English language instruction in rural school contexts? What are the benefits of integrating technology in English language instruction in rural school contexts? How do primary school teachers integrate technology in English Language instruction in rural school contexts? What challenges do primary school English language teachers encounter when integrating technology in English language instruction in rural school contexts? The study adopted the interpretivist research paradigm which was used with the qualitative research approach and the case study research design. While the simple random sampling technique was used to select four (4) schools that took part in the study, purposive sampling was used to select eight (8) teachers that took part in the study (two teachers from each school). Data were gathered using an interview guide where teachers were interviewed on a one on one. The data were analyzed using Thematic Content Analysis. The study found that some teachers had a misconception about technology integration in instruction as they view it as the teaching of basic computer skills. Another finding was that integrating technology in English language instruction was viewed as very beneficial as it resulted in optimum lesson delivery since learners generally have a big interest in technology. Challenges that teachers encountered when integrating technology in instruction included lack of training and unavailability of technological gadgets as well as poor internet connections. The study therefore recommends that The Ministry of Education, through the In-service department should train the teachers on how they can integrate technology in their teaching. Another recommendation is that Headteachers should organize teachers from other schools who are known to be effectively using the approach to come and assist teachers in rural schools.