Reimagined Strategies: A Case of Face-to-Face to Remote Transformed Language Learning

Abstract

For this investigation a qualitative research approach was followed. To identify the underlying challenges, this paper aimed at probing the extent at which remote transformed language learning had on language development. To produce in-depth understanding of factors regarded to be challenges in real life situations the investigation objectives were aimed at identifying whether transformed online learning had any significant importance towards language development. The main challenge that led to authors undertaking this study was emergent remote learning that swept away face-to-face collaborations thereby bringing some concerns in language learning. For some learners and teachers, necessary skills to embark on this journey were lacking, let alone limited availability to internet connectivity in most areas where learners are located. For the purposes of this investigation a case study was administered. Effects of language development in a remote manner as an emergent strategy were explored for study. Participants were purposefully selected from one university located in an Eastern Cape rural environment. These three English language teachers were nominated from the larger group of language teacher as they had experienced changes brought about by emergence of the pandemic era, as such had some not so appealing experiences when teaching an unfamiliar language during this period, yet, English is a medium for most subjects offered. Such teachers offered English language at year one of first entering learners (FTENS). For this qualitative study embedded in a case study design, data were collected through administration of semi structured interviews. As this type of instrument contained open-ended questions, it was divulged by the analysed data that intermediation strategies and restricted exposure to a wide range of digital teaching and learning platforms hence rurality of the environment where the research site was located, was found to be a major challenge in relation to language-learning aspects inclusive of reading, speaking and writing. From the findings of this study it emerged that reading comprehension as an essential language learning skill was being compromised by lack of access to eLearning resources. For enhanced language development, authors conclude that both teachers and learners as recipients to learning should develop positive learning and teaching attitude need to be developed among teachers and learners towards digital learning. Engaging in such platforms capacitate all for life-long learning. It is recommended by this study that libraries situated in institutions of higher learning together with those located in the districts need to prioritise on purchasing sufficient e-learning resources to accommodate a wide range of learners for an inculcated culture of language enhancement, likely to lead at improved academic attainment. Further than that, as scholars we have an urgent need to be well vexed of e-learning logistics, thereby safeguarded at being victims of digital divide.