Mobile learning through group-guided reading to support LoLT transition in Grade 4

Abstract

The South African language policy grants every learner the right to receive education in the official language of their choice in public schools. However, the transition from mother tongue instruction to English in Grade 4 poses significant challenges for learners regarding reading proficiency. This qualitative intervention study investigated how mobile learning can be integrated to teach reading and support the English First Additional Language (EFAL) reading transition through a Group-Guided Reading (GGR) strategy. The research site was a primary school in the North West Province. The interpretive paradigm underpinned the research design of the intervention study. A purposive sample of one English teacher and 50 Grade 4 learners participated in the research. The participants used mobile learning devices and applications in the GGR EFAL activities in the classroom. The data for the study consisted of audio recordings of the observation lessons in the EFAL classroom as well as interviews with the teacher and learners. ATLAS.ti supported the analysis process. The theoretical framework of this study is the Technological Pedagogical and Content Knowledge (TPACK) framework. An analysis on the hand of the TPACK of the teachers’ and learners' interactions with mobile devices and applications provided insight into the participants' experiences with mobile learning and its impact on reading in the teaching and learning process. The findings indicated that LoLT transition of Grade 4 learners was supported by the GGR mobile learning intervention. Key Terms: ATLAS.ti English First Additional Language (EFAL), Group-Guided Reading (GGR), Language of Learning and Teaching (LoLT), Mobile applications, Mobile devices, Mobile learning, Transition.