Perceptual Differences towards Digitalizing EFL Learning among Rural Grade Two Learners in Chemba District, Tanzania: The Case of Vocabulary Mobile Application

Abstract

Recent developments in digital technologies have necessitated the use of digital learning materials in education and EFL learning in particular. While previous studies affirm that digital technologies facilitate EFL learning, few studies in Tanzania have focused on this area. This study, therefore, was an attempt to shed light on this matter. The paper presents part of the findings of the design-based research in which the author was a team member. Participants were 20 grade 2 pupils (8 years old) and 7 teachers from Chemba district, Dodoma region, who were purposely sampled. The researcher used semi-structured interview sessions and observation methods to collect the data, and inductive thematic analysis was adopted for data analysis. The results revealed conflicting opinions regarding the use of the designed mobile application as a resource for EFL vocabulary learning. While the learners were positive about the use of the mobile application, teachers were divided on the matter. On the one hand, most of the young teachers in the sample recommended the use of the approach, while the old teachers and only one young teacher, on the other hand, and discouraged the application. This study regards such contestations as a battle between traditions and modernity in the field of EFL learning. The study, therefore, recommends awareness training for teachers so that they can take advantage of such digital materials to enrich EFL learning and vocabulary learning in particular.