English first additional language teachers’ attitudes on using e-learning in rural schools in the Vhembe East district in the Limpopo province

Abstract

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the  devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners’ interest in learning which include using  information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus  disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching – even those who were never trained in  the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL  teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that  the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of  participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in  the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to  the full implementation of blended learning, which considerably improves learners’ performance.