Abstract
English Language learning in township and rural schools are of great concern to teachers teaching English in these said schools. Learners find it difficult to fully comprehend content because they cannot read, write, or speak in English well, especially those who do not use it as a first language. The problem is that learners in township and rural schools primarily speak their mother tongue and rarely practice English at home or in their studies without teacher guidance. This lack of exposure widens the gap in their ability to perform well in English. Understanding and being proficient in English is important because it is the main language used for teaching in South African schools and is essential globally. Therefore, addressing this widespread need for improved English skills through digital tools, such as a zero-rated tool, could help bridge this gap for learners. Thus, this study investigates the use of an online translation tool that could benefit learners in improving their English proficiency using digital technology. Online digital tools have become increasingly valuable in schools, and English or language classes cannot be left behind.
This is why this study focusses specifically on one language group or speakers, isiZulu in particular, to try and assess the effectiveness of a tool-free online translation tool called Google translate. It has been tested with teachers to interpret whether this tool can be useful to isiZulu first language speakers and improve their English proficiency. Based on their experiences, the effectiveness or ineffectiveness was determined. Means of an online questionnaire and an in-depth face-to-face interview recorded teachers' experiences. This information or data was collected using a mixed data approach, consisting of quantitative and qualitative data. The findings practically contribute to the education sector and, more importantly, the language learning group. It offers innovative solutions to teachers to improve the overall results of learners’ academic performances with English as a steppingstone.
KEYWORDS: South Africa, townships and rural, learners, English, online digital tools, Google Translate, academic performance