Information communications technology revolution and the implementation of Communicative Language Teaching in Primary Schools in Warren Park Mabelreign District

Abstract

The need to improve learners’ proficiency in Zimbabwe has resulted in primary school teachers using ICT to implement the Communicative Language Teaching Approach in English Language Teaching (CLT). The current Zimbabwean Education policy encourages the use of ICT across the curriculum but teachers are not skilled to use digital tools. The purpose of the study explores teachers’ voices on how they have embraced the ICT revolution in the implementation of CLT and it is cross sectional in nature. The study used a qualitative approach which is interpretive in nature. An exploratory case study design with five purposively selected participants was utilised. Data collection was done using semi-structured interviews with open-ended questions and nonparticipant observations. Inductive thematic analysis was used to analyse the collected data. The study found that the digital ICT platform mostly used by the teachers are social media handles namely YouTube and WhatsApp. Teachers also highlighted that they used PowerPoint. The ICT revolution has led to the use of these digital connection platforms and applications to implement CLT to teach English language to primary school learners.  The study concluded that if ICT is well utilised in implementing CLT it may improve learners’ proficiency in English language.  The study recommends that all teachers should be trained on ICT pedagogical skills so that they may use them to teach effectively and creatively when implementing CLT. In addition, the implication of the study is that Ministry of Primary and Secondary Education (MoPSE) needs to avail adequate ICT resources in schools in addition to staff developmental programmes on ICT pedagogical skills to make the implementation of CLT in the teaching of English much easier.