Abstract
This study explored the challenges and opportunities in using electronic resources for English Language teaching. The study was guided by the following research questions: What are the potential challenges and opportunities associated with the use of electronic resources? How are electronic resources accessed and used, and how can e-resources be stored logically, taking into consideration the rural-urban divide to enhance language teaching and learning in Zimbabwe? The understanding of technology and the way it is used in the Zimbabwean context is conceptualised based on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance Model (UTAUT). The interpretivist paradigm was used to guide this research as it is an approach to studying society by interpreting the meaning of social phenomena. The qualitative research approach was used to get opinions from teachers. Data were collected using interviews, observation and document analysis. Through purposive sampling, eight schools were selected from the Midlands Province. Three participants were selected from each of the eight selected schools, and the collected data were analysed thematically. Data were collected using interviews, observation and document analysis. Through purposive sampling, eight schools were selected from the Midlands Province. Three participants were selected from each of the eight selected schools. Data were analysed thematically. The study findings showed that there were diverse challenges and opportunities in using electronic resources for ‘O’ Level English Language teaching in Zimbabwe. The major challenges included a lack of adequate infrastructure, teacher competence in using technology in language teaching and the rural-urban divide. The opportunities identified were the availability of electronic gadgets, regular power supply and good internet connectivity, as well as teachers who receive regular in- service training in technology use in English Language teaching. The study makes recommendations at policy and pedagogy levels, infrastructure provision and maintenance, and teacher training to enhance the use of electronic resources and for further research. A model was developed from these findings, with its key concepts being the concept of rurality, socio-political environments, ICT policies, learning management systems, infrastructure and technology- assisted language teaching.