Lambani, M. N.Klu, E. K.Nephawe, F. T.Mulaudzi, Israel Creleanor2025-06-192025-06-192025-05-16Mulaudzi, I.C. 2025. Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster. . .https://univendspace.univen.ac.za/handle/11602/2830PhD (English Language Teaching (ELT))Department of English, Media Studies and LinguisticsThis study, grounded in the pragmatist paradigm, employs a mixed-methods approach underpinned by both positivist and interpretivist paradigms to investigate digital strategies for teaching English First Additional Language (EFAL) reading to Grade 4 learners in the Thohoyandou Cluster. A convergent parallel design was used to integrate quantitative and qualitative findings. The study is framed by the Technology Acceptance Model (TAM), alongside Shulman’s Pedagogical Content Knowledge (PCK), Vygotsky’s sociocultural theory, Constructivist Learning Theory, and Cognitive Load Theory. Its aim was to explore how digital strategies can help address EFAL reading difficulties. One hundred Grade 4 EFAL teachers completed questionnaires for the quantitative phase, while ten teachers were purposively selected for semi-structured interviews and classroom observations in the qualitative phase. Data analysis involved SPSS Version 29 for quantitative data and thematic analysis for qualitative data. Findings suggest that digital strategies enhance learner engagement and language proficiency, contributing to a more dynamic and inclusive EFAL reading programme. However, systemic difficulties such as limited digital infrastructure and insufficient teacher training hinder full implementation. The study recommends that policymakers invest in targeted professional development to build teachers’ digital and pedagogical skills.1 online resource (xi, 228 leaves): color illustrationsenUniversity of VendaDigital strategiesUCTDEFAL reading difficultiesTechnology Acceptance ModelMixed-methods researchConvergent parallel designThesisMulaudzi IC. Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster. []. , 2025 [cited yyyy month dd]. Available from:Mulaudzi, I. C. (2025). <i>Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster</i>. (). . Retrieved fromMulaudzi, Israel Creleanor. <i>"Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster."</i> ., , 2025.TY - Thesis AU - Mulaudzi, Israel Creleanor AB - This study, grounded in the pragmatist paradigm, employs a mixed-methods approach underpinned by both positivist and interpretivist paradigms to investigate digital strategies for teaching English First Additional Language (EFAL) reading to Grade 4 learners in the Thohoyandou Cluster. A convergent parallel design was used to integrate quantitative and qualitative findings. The study is framed by the Technology Acceptance Model (TAM), alongside Shulman’s Pedagogical Content Knowledge (PCK), Vygotsky’s sociocultural theory, Constructivist Learning Theory, and Cognitive Load Theory. Its aim was to explore how digital strategies can help address EFAL reading difficulties. One hundred Grade 4 EFAL teachers completed questionnaires for the quantitative phase, while ten teachers were purposively selected for semi-structured interviews and classroom observations in the qualitative phase. Data analysis involved SPSS Version 29 for quantitative data and thematic analysis for qualitative data. Findings suggest that digital strategies enhance learner engagement and language proficiency, contributing to a more dynamic and inclusive EFAL reading programme. However, systemic difficulties such as limited digital infrastructure and insufficient teacher training hinder full implementation. The study recommends that policymakers invest in targeted professional development to build teachers’ digital and pedagogical skills. DA - 2025-05-16 DB - ResearchSpace DP - Univen KW - Digital strategies KW - EFAL reading difficulties KW - Technology Acceptance Model KW - Mixed-methods research KW - Convergent parallel design LK - https://univendspace.univen.ac.za PY - 2025 T1 - Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster TI - Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster UR - ER -