The role of technology in Project-Based Learning: Perspectives of Grade 10 English Second Language Learners in Eastern Cape, South Africa

The role of technology in Project-Based Learning: Perspectives of Grade 10 English Second Language Learners in Eastern Cape, South Africa

Phumla Nomatolo Msindwana & Lundi Nomlala

Issue: Vol. 7 No.8 2026 Article 10 pp. 2315 – 2326
DOI: https://doi.org/10.38159/ehass.20267810 Published online 5th October 2026

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ABSTRACT

This study examines the integration of digital technologies within Project-Based Learning (PBL) for Grade 10 English as a Second Language (ESL) learners in the Eastern Cape, South Africa. The main aim was to investigate the challenges learners face when using technology for project-based writing and the impact on their language acquisition and engagement. A qualitative case study design was employed, using semi-structured interviews with ten purposively sampled learners; data were analysed thematically. The findings highlight a disconnect between technological potential and contextual realities, identifying unreliable internet access, inconsistent device availability, insufficient teacher scaffolding, and prevalent digital distractions as key barriers to focused language practice. Importantly, learners expressed a clear preference for engaging, multimodal tools such as presentation software and digital storytelling apps. This contribution to the literature foregrounds learner perspectives in under-researched settings, emphasising that successful digital PBL depends on responsive and learner-centered design. Recommendations include the implementation of structured digital access plans, the integration of literacy training in curricula, the use of distraction mitigation strategies and the integration of technologies endorsed by learners to create more equitable and effective language learning environments. The study concludes that effective technology integration in under-resourced ESL contexts requires holistic strategies that address pedagogical, support, and infrastructure gaps.

Keywords: Technology Integration, Project-Based Learning, ESL Learners, Digital Literacy, Eastern Cape.

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ABOUT AUTHOR(S)

Dr. Pumla Msindwana is a Senior Lecturer at the Faculty of Education, Humanities and Creative Arts Education Department. She offers Curriculum Studies in English.

Dr. Lundi Nomlala is a Lecturer at the Faculty of Education, Humanities and Creative Arts Education Department. He offers English modules.

TO CITE ARTICLE

Msindwana, Phumla Nomatolo, and Lundi Nomlala. “The role of technology in Project-Based Learning: Perspectives of Grade 10 English Second Language Learners in Eastern Cape, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2315 – 2326. https://doi.org/10.38159/ehass.20267810