Evaluating the impact of digital learning on primary school: Teachers’ engagement in teaching English as a Second Language.
Keywords:
classroom, education, English as a Second Language (ESL), pandemic, virtual learning, virtual teachingAbstract
This study examines the effectiveness of virtual teaching and learning of English as a Second Language (ESL) in selected urban schools in Gweru, Zimbabwe. Teaching ESL requires mastering verbal and nonverbal communication while maintaining student engagement. Essential skills such as pronunciation, vocabulary, grammar, reading, and writing must be effectively imparted. The COVID-19 pandemic necessitated the adoption of virtual teaching globally, including in Zimbabwe. School closures prompted the creation of virtual learning environments, collapsing traditional classroom boundaries. This research highlights challenges faced by teachers, including inadequate resources (e.g., devices and internet access), insufficient infrastructure, and limited support from learners and parents. Teachers also lacked technological training and expertise, hindering effective virtual teaching. Addressing these challenges would enhance teacher-learner interactions, promote autonomous learning, and broaden learners’ educational experiences. A mixed-methods approach was employed, combining qualitative and quantitative methods. Data collection included numerical data, interviews, and questionnaires to explore teachers' and learners' experiences comprehensively. The study is contextualised within Toffler’s (1980) Waves Theory, which emphasizes the need to adapt, relearn, and unlearn in response to global challenges. The theory underscores the importance of embracing new tools and platforms to facilitate autonomous learning, enabling primary school learners to develop critical skills and address individual learning needs through tailored approaches.
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