Strengthening English Second Language Teaching and Learning Pedagogies During The Post COVID-19 Era: The Text-Based Approach
Nomasomi Hilda Matiso 
and Moses Oluwafunmiso Ayoola
Issue: Vol.4 No.5 May 2023 Article 12 pp.638-652
DOI: https://doi.org/10.38159/ehass.202345312 | Published online 19th May, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Research shows that the rapid transition from onsite to remote language learning and teaching during COVID-19 had tremendous effects on the quality of education with learners struggling to cope at age and grade-appropriate levels due to the prolonged school closures, which aimed at curbing the pandemic. Learner-centred language teaching methods were compromised in favour of traditional teacher-centred methods. This paper investigated how learner-centred language teaching and learning pedagogies, specifically, the Text-based Approach (TBA) and Communicative Language Teaching (CLT), can be reinforced during the post-COVID-19 era. This study was underpinned by the Technological Pedagogical Content Knowledge (TPCK) theory, which advocates for the inclusion of technology in learning and teaching to produce technologically competent learners able to fulfil the requirements of the 21st century. A qualitative approach and an interpretive paradigm were used. Semi-structured interviews, with 6 conveniently chosen Grade 10 teachers in the Eastern Cape, South Africa, were utilised to gather data for the study. Data were analysed using content analysis, and the themes that emerged from that categorization generated the findings of this study. Findings revealed that during COVID-19, teachers adopted innovative ways of language teaching by utilising mobile technologies like WhatsApp, Instagram, Skype, YouTube, Google Docs, Kahoot, Mentimeter etc. In this world of technological advancement, the use of these gadgets is inescapable. The authors recommend that the Department of Education should train teachers by organising workshops that will facilitate the utilisation of these mobile technologies, which will facilitate and reinforce learner-centred pedagogies.
Keywords: Learner-centred, Mobile Technologies, Post COVID-19, Remote Language Learning, Text-based Approach
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Nomasomi Hilda Matiso is an English Lecturer at Walter Sisulu University who promotes the implementation of the Text-Based Approach (CLT) and Communicative Language Teaching (CLT). She holds a Master’s Degree in Contemporary English Studies. She grew interested in the writing process as a result of her exposure to Curriculum Studies in English. She has published papers on the recent methods of English language teaching, the TBA and CLT in International Journals. Her research focuses on Phonetics and Phonology, Morphology and Syntax, English grammar and usage, Curriculum Studies in English, and Semantics.
Moses Oluwafunmiso Ayoola is a Senior Lecturer in the Department of Continuing Professional Teacher Development, Walter Sisulu University, South Africa. He has extensive experience in teaching English Phonetics and Phonology, Grammar and Syntax, Morphology, Semantics, Communication in English, Curriculum Studies and Applied linguistics with ESL students, as well as students with a variety of learning deficiencies up to postgraduate level. His scholastic endeavours span more than a decade.
Matiso, N.H. and Ayoola, M.O. “Strengthening English Second Language Teaching and Learning Pedagogies During The Post COVID-19 Era: The Text-Based Approach.” E-Journal of Humanities, Arts and Social Sciences 4, no.5 (2023): 638-652. https://doi.org/10.38159/ehass.20234512
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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