EXPLORING ENGLISH FIRST ADDITIONAL LANGUAGE TEACHERS’ TPACK INFLUENCE ON LISTENING AND SPEAKING AT THE RURAL SCHOOLS

Abstract

This study examined how English First Additional Language (EFAL) teachers’
Technological Pedagogical and Content Knowledge (TPACK) influences the teaching of
listening and speaking in the rural Intermediate Phase in Limpopo Province. Guided by
an interpretivist paradigm, the study adopted a qualitative exploratory case study design
underpinned by the TPACK framework. Data were collected through semi-structured
face-to-face interviews with ten purposively selected teachers from five primary schools.
The data collected were analysed thematically. The findings revealed that teachers
integrate accessible digital tools, including mobile phones, projectors, and smartboards,
to enhance learner engagement, comprehension, and oral participation. Despite
infrastructural challenges, teachers demonstrated creativity, agency, and adaptability in
their use of technology. The use of multimedia resources improved learner motivation,
attentiveness, and speaking proficiency. The study concludes that effective enactment of
TPACK plays a central role in strengthening EFAL pedagogy in rural classrooms. It
recommends sustained professional development, peer collaboration, and improved
digital infrastructure to promote equitable technology integration. The study further argues
that, even in under-resourced rural contexts, teachers’ innovative application of TPACK
can transform EFAL listening and speaking instruction into a more engaging, learnercentred,
and communicative practice.

Keywords: TPACK, EFAL, listening and speaking, rural education, technology
integration, teacher professional development