Exploring the Use of Media and Technology in the Teaching of English in Secondary Schools in Malawi: A Case Study of Selected Secondary Schools in Northern Education Division (NED)

Abstract

Technology has been used widely in the education field, especially in teaching English. Many studies have proved technology to be an effective tool for improving the teaching of English in primary schools in various countries but this study explored the use of technologies and media in the teaching of English in Malawian secondary schools. The main aim of the study was to explore how technologies and media are used in the teaching of English in secondary schools. The objectives of the study were: to identify media and technology resources commonly used by teachers when teaching English in secondary schools; analyse how teachers make use of media and technologies in teaching English in secondary schools; evaluate teachers’ perceptions towards the use of media and technologies in teaching English in secondary schools; and discuss the challenges teachers face when using media and technologies to teach English in secondary schools. The study used qualitative approach to collect data and the actual methods of data collection included interviews, observations and documents analysis. Diffusion of Innovation theory were used to collect and analyse data. The study was conducted in four secondary schools in Northern Education Division and the number of participants were 10 English teachers. Ethics were considered and data was analysed using thematic analysis. The study found out that teachers commonly used readily available media and technologies resources when teaching English in secondary schools such as textbooks, chalkboard and charts. Other resources such as computers, phones and projectors were rarely used. Teachers used these media and technologies to find information, clarify abstract concepts and attract learner’s attention. In addition, teachers had good perception towards the use of media and technologies when teaching English in secondary schools despite challenges such as lack of knowledge to operate computers and frequent blackouts, among others.