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

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.