Exploring the use of digital language learning applications among grade 9 learners
| dc.contributor.advisor | Bladergroen, Moira | |
| dc.contributor.author | Meyer, Rayno | |
| dc.date.accessioned | 2025-05-06T09:16:06Z | |
| dc.date.available | 2025-05-06T09:16:06Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | In the past decade, smartphones have become widely popular among teenagers in South Africa and globally. With this growth, debates have intensified around integrating mobile technology into education, mainly through digital language-learning applications accessible via smartphones, tablets, and iPads. These applications introduce innovative teaching methods to enhance language learning by leveraging engaging and interactive techniques (Gangaiamaran & Pasupathi, 2017). In South Africa, such applications may benefit Grade 9 learners, helping them improve their language skills meaningfully. This study examines the effectiveness of mobile language applications in the South African educational setting, focusing on their role in language teaching. This exploratory case study was conducted in three phases using post-structuralist theories of language and the new literacy studies framework. Post-structuralist language theories conceptualize language as shaping identity and difference within various cultural categories. In addition, Cultural Historical Activity Theory and thematic analysis were employed to analyze the collected data. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20358 | |
| dc.language.iso | en | |
| dc.publisher | Universty of the Western Cape | |
| dc.subject | Cultural Historical Activity Theory | |
| dc.subject | Post-structuralist theory | |
| dc.subject | New literacy studies | |
| dc.subject | Digital literacy | |
| dc.subject | Language-learning applications | |
| dc.title | Exploring the use of digital language learning applications among grade 9 learners | |
| dc.type | Thesis |