Assessing the effectiveness of the integration of ICT in teaching the English language in the Intermediate Phase in the Tshwane West District Schools in South Africa

Assessing the effectiveness of the integration of ICT in teaching the English language in the Intermediate Phase in the Tshwane West District Schools in South Africa

Chikane Belinda Kholofelo , Ernest Khalabai Mashaba , Simeon Maile & Nkomo Asaph

Issue: Vol. 7 No.5 2026 Article 5 pp.1232 – 1242
DOI: https://doi.org/10.38159/ehass.2026755 Published online 23rd June 2026

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ABSTRACT

Technology integration in education involves the purposeful incorporation of digital tools to enhance teaching and learning, moving beyond mere substitution of traditional methods. This study investigated the effectiveness of integrating Information and Communication Technology in teaching English at the intermediate phase of primary schools. A qualitative approach within a constructivist paradigm was employed, using a phenomenological design to conduct the study. Data were collected through semi-structured interviews with eight teachers from four primary schools. The study found that ICT integration enhanced learner engagement and motivation in learning English, facilitated more diverse teaching methods, and improved language acquisition in vocabulary and comprehension. However, significant challenges were identified, including limited access to technology, infrastructure deficiencies, and the need for comprehensive teacher support. The digital divide between schools has emerged as a critical concern, creating disparities in the quality of ICT-enhanced education. The study concludes that while ICT integration has significant potential to improve English language education, its effectiveness is highly dependent on adequate infrastructure, resources, and teacher training. This study contributes to the discourse on effective classroom teaching and learning through technology-integrated instruction.

Keywords: Communication, Technology, Language, Literacy, Schools.

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ABOUT AUTHOR(S)

Dr. Belinda Kholofelo Chikane is a teacher, curriculum manager, and researcher with 27 years of professional teaching experience. She attained a Master’s degree from the Tshwane University of Technology in 2002. In 2025, Dr Chikane graduated with a Doctor of Education degree from Tshwane University of Technology. Currently, Dr Chikane is the Deputy Principal at Brindhaven Primary School, a position she holds under the Gauteng Department of Education. She had been Head of Department at Botsalo Primary School. She was also an educator at Sinqobile Primary School in the past. Dr Chikane has already submitted two articles to internationally accredited journals for publication.

Dr. Ernest Khalabai Mashaba is a Senior Lecturer at the School of Education at Tshwane University of Technology. He holds a Ph.D. with specialization in Educational Management. He currently supervises Master’s and Doctoral students. With his passion for research, Dr Mashaba is advancing knowledge by publishing scholarly articles in national and international journals in the field of Educational Management, Policy Studies, and Economics of Education. Dr Mashaba has also presented research papers at national and international conferences. He has received institutional awards for his research work.

Prof. Simeon Maile is a research professor in the School of Education at Tshwane University of Technology. He holds a Ph.D. with specialization in Educational Management. He currently supervises Master’s and Doctoral students. He has presented papers in national and international conferences. He has received institutional, national awards, and international research grants. He has authored and co-authored three books and has edited one volume on issues of poverty in South Africa. He has published widely in national and international journals in the field of Educational Management, Policy Studies, and Law of Education.

Dr. Asaph N Nkomo obtained a Doctor of Education degree from Tshwane University of Technology. He is a lecturer in the Department of Educational Foundation at the Tshwane University of Technology. He has extensive experience in Social Cooperative Investment Projects. He authored the Electricity and Magnetism theme in the Technical Science Grade 12 Textbook. Dr Nkomo currently supervises Master’s and Doctoral students. He is a member of the Southern African Association of Research in Mathematics, Science, Technology and Education (SAARMSTE). He has published articles in journals and presented research papers in local and international conferences.

TO CITE ARTICLE

Kholofelo, Chikane Belinda, Ernest Khalabai Mashaba, Simeon Maile, and Nkomo Asaph. “Assessing the effectiveness of the integration of ICT in teaching the English language in the Intermediate Phase in the Tshwane West District Schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.5 (2026): 1122 – 1231. https://doi.org/10.38159/ehass.2026755