Using mobile devices for e-sourcing literature materials for teaching English as a second language

This interpretivist qualitative multi-site case study used convenience, purposeful and snowball sampling in selecting nine English Second Language (ESL) teacher participants to understand factors influencing English teachers’ attitudinal beliefs in adoption of mobile devices for e-sourcing literary materials for teaching English. Data that underpinned our study were generated through observations, interviews and document analysis. The observations were used to determine factors influencing ESL teachers in using their mobile devices in sourcing literature materials. The semi- structured interviews focused on the factors, ESL teachers' attitudes in sourcing literature materials for language teaching and the strategies ESL teachers should employ in empowering ESL teachers in this regard. The documents were used as supplementary to corroborate evidence from the other sources, which were observations and interviews.

Thematic analysis of the transcribed data revealed that ESL participant teachers realized the benefits of literature in language teaching - learning which were categorised under theme: tender-age literary exposure for language proficiency. They had positive attitudinal beliefs about using mobile devices for sourcing literary materials to be used in the English class. However, they did not actually e-source them because there was deficiency in learners’ reading culture, dogmatism, lack of facilities for technologically embedded costs, time deficiency, coerced willingness and confidence deficiency in TPACK. These findings created a gap between ESL teachers’ desire and the purportedly attained goal. The findings point to a need for hands-on TPACK training for ESL teachers, transformational leadership training for school principals, relevant education stakeholders’ review of English curriculum and the provision of Wi-Fi in schools.