Abstract:
This study aims at finding the impact of information and
communication technology (ICT) as an intervention tool for
progressed learners in teaching and learning of English first
additional language (FAL) comprehension in the intermediate
phase. With learner progression proving a challenge facing
the South African education system, the aim of this qualitative
descriptive study was to investigate the extent to which first
additional language educators employ ICT as an intervention tool to
assist learners who are progressed. Data collection strategies used
in this study were semi-structured interviews and documentation
such as lesson plans, progression tracking tools and support
policies used at selected schools. The study population was eight
intermediate phase English FAL educators from two Tembisa
schools. Tembisa is a township north of Kempton Park on the East
Rand, in Gauteng, South Africa. In selecting these participants,
purposive sampling techniques were used. Data was analysed
using ATLAS.ti and presented in a descriptive and graphical way.
There is limited research in South Africa on the impact of ICT for
progressed learners or a progression policy, as this policy is a
relatively new phenomenon. The findings from this study indicated
that the use of ICT in a classroom to support progressed learners
yields positive results. The findings further indicated that ICT has
a potential to reduce failure rates that ultimately minimises the
number of learners who need to be progressed without meeting
promotional requirements.
