Strengthening English Second Language Teaching and Learning Pedagogies During The Post COVID-19 Era: The Text-Based Approach

Abstract

Research shows that the rapid transition from onsite to remote language learning and teaching during COVID-19 had tremendous effects on the quality of education with learners struggling to cope at age and grade-appropriate levels due to the prolonged school closures, which aimed at curbing the pandemic. Learner-centred language teaching methods were compromised in favour of traditional teacher-centred methods. This paper investigated how learner-centred language teaching and learning pedagogies, specifically, the Text-based Approach (TBA) and Communicative Language Teaching (CLT), can be reinforced during the post-COVID-19 era. This study was underpinned by the Technological Pedagogical Content Knowledge (TPCK) theory, which advocates for the inclusion of technology in learning and teaching to produce technologically competent learners able to fulfil the requirements of the 21st century. A qualitative approach and an interpretive paradigm were used. Semi-structured interviews, with 6 conveniently chosen Grade 10 teachers in the Eastern Cape, South Africa, were utilised to gather data for the study. Data were analysed using content analysis, and the themes that emerged from that categorization generated the findings of this study. Findings revealed that during COVID-19, teachers adopted innovative ways of language teaching by utilising mobile technologies like WhatsApp, Instagram, Skype, YouTube, Google Docs, Kahoot, Mentimeter etc. In this world of technological advancement, the use of these gadgets is inescapable. The authors recommend that the Department of Education should train teachers by organising workshops that will facilitate the utilisation of these mobile technologies, which will facilitate and reinforce learner-centred pedagogies. Keywords: Learner-centred, Mobile Technologies, Post COVID-19, Remote Language Learning, Text-based Approach