Integrating mobile apps to enhance multiliteracy in English language education

Abstract

English language education has continued to be a challenge in the South African teaching context. The majority of the South African population does not speak English as their mother tongue, yet the medium of instruction in most educational institutions is English. With the enhancement of technology, teaching methods have evolved to include the utilisation of technology such as mobile apps, presenting an opportunity to enhance teaching pedagogies and cater for various learning styles. This research focused on how to integrate technology successfully into teaching pedagogy to effectively enhance multiliteracies. The purpose of this study was to investigate the teaching methods utilised by educators in promoting multiliteracy using mobile apps, as well as to explore their beliefs in this regard and the way in which these aspects can improve English language education. The main research question asked was ‘How does the integration of mobile apps in the English language lesson enhance multiliteracy?’, while the sub-questions included ‘What are teachers’ beliefs/perceptions about integrating technology using mobile apps?’ and ‘What strategies do teachers employ when integrating mobile apps to enhance multiliteracy?’ This study applied interpretivism as a paradigm, a qualitative research approach and a descriptive case study. The data collection tools utilised were semi-structured questionnaires and secondary data from De Jager’s (2018) study. A deductive thematic analysis was conducted after emergent coding had been carried out. The data were then assigned to categories and were mapped onto the four pillars of multiliteracy and checked for meaning. The findings revealed that mobile apps have the potential to enhance multiliteracies in English language education, as well as to foster an overall positive attitude and a willingness to learn more about the utilisation of mobile apps and technology to enhance teaching pedagogies on the part of educators. The study also revealed, however, that educators did not reach the point of redefinition/transformation in the use of mobile apps to enhance English language education.