EXPLORING ICT APPROACHES TO ENHANCE THE READING SKILLS OF DIGITAL FET LEARNERS IN THE 21ST CENTURY By Monique Jansen Submitted in the fulfilment of the requirements of the Degree MASTERS IN LANGUAGE EDUCATION In the Department of Language Education Faculty of Education at the UNIVERSITY OF THE FREE STATE Bloemfontein Supervisor: Dr N.I. Ngubane November 2023 i DECLARATION I hereby affirm that the dissertation titled "EXPLORING ICT APPROACHES TO ENHANCE THE READING SKILLS OF DIGITAL FET LEARNERS IN THE 21ST CENTURY", which is being submitted for the purpose of obtaining a Masters in Language Education (M. Ed.) at the University of Free State, is solely my own original work. I further confirm that I have not previously submitted this work for any other qualification at any other university or faculty. I hereby transfer the ownership of copyright to the University of Free State. Signature: Name: Monique Jansen Date: NOVEMBER 2023 ii ACKNOWLEDGEMENT I am profoundly grateful to Dr Nomalungelo Ngubane, my mentor and supervisor, for her invaluable guidance and support. I would like to express my sincere gratitude to Dr Ngubane for your invaluable help and direction during my journey. Your support has extended beyond just academic coaching, as you have also fulfilled the roles of counsellor and psychologist at times. I am very appreciative of your investment in my personal and academic growth. The direction and recommendations provided by you were vital in facilitating my progress throughout all the phases of my writing endeavour. Secondly, the successful completion of this voyage would not have been possible without the invaluable support and guidance offered by the defence committee of the Faculty of Education, whose extensive experience and skills were graciously shared. I would also want to express my gratitude to my spouse, Fazel Jansen, for your unwavering support and understanding during my personal journey. The act of praying on my behalf provided me with the necessary support at times of utmost difficulty. I express my gratitude for your unwavering support and dedication towards me, as well as for providing me with care at times when I was unable to do it myself. I express my gratitude for the encouragement you have provided, which has instilled in me the will to persist unwaveringly and never succumb to defeat. You serve as a steadfast source of support in my life, and I hold deep affection and gratitude for you. I would like to express my heartfelt gratitude to Mr. Ricardo Parau, an individual with whom I have collaborated in my academic pursuits, fostering a relationship that encompasses both friendship and professional camaraderie. The commencement of our expedition was accompanied by a lack of foresight, leaving us uncertain of the forthcoming events. However, I can confidently assert that, in retrospect, I am content with the course of events that unfolded. During our interactions, we experienced a range of emotions, including laughter and tears, and gained valuable knowledge from one another. I really value your authentic self and the contributions you made. I am grateful for the assistance and mentorship you have provided, and I value your contributions. Lastly, I would want to express my gratitude to God for guiding me through the many challenges I have encountered. I have encountered the influence of your assistance and counsel consistently over time. May Your name be exalted via my artistic creation, as You are the divine entity who enabled me to successfully complete my academic pursuits. I will continue to place my faith in You for guidance and assurance in my next endeavours. iii DEDICATION This research is dedicated to those who have experienced feelings of inadequacy and have been stigmatised as failures in their personal journeys. This message is intended for those who have harboured doubts on their capacity to achieve significant accomplishments in life. For any person who has experienced a lack of motivation or challenge from educators due to their failure to see their ability, I would want to provide my own experience on the presence of several red circles on a school report card, perhaps including instances of grade failure. I want to provide words of encouragement via my art, demonstrating the potential for achieving all things with the guidance of God, our Lord and Saviour. I express my gratitude to all those who had faith in my ability to get a postgraduate degree in the field of teaching. I can only anticipate and aspire for change, acknowledging that my placement will ultimately be determined by the divine will of God. iv ABSTRACT The use of Information and Communication Technology (ICT) in education has gained momentum in the last ten years, globally and in South Africa. However, in South Africa, specifically, there is limited information on the impact of the ICT approaches on the development of reading skills of learners. This study, therefore, explored ICT approaches that can enhance the reading skills of digital learners in the first additional language (FAL) classrooms in the Further Education and Training (FET) in the Motheo District, Free State. It sets out to investigate how teachers use ICT approaches to enhance reading skills of the digital 21st century learners; the challenges faced by teachers in the integration of ICT approaches; and the way in which ICT can be used to enhance reading of FET digital learners. Underpinned by Constructivism Theory and Connectivity Theory, the study adopted a qualitative case study research approach within an interpretivist paradigm. Twelve teachers from three high schools in the Motheo District, Free State, participated in this study. Data was collected through semi-structured interviews and focus group interviews. A thematic data analysis framework was adopted. The key findings of the study show that, to some extent, the teachers in the three high schools use diverse ICT approaches to enhance reading skills of their learners. Most teachers agreed that the integration of ICT into the teaching of reading skills has a potential to enhance reading skills of learners. Factors such as managing the use of ICT devices in the reading classrooms; digital divide, teacher professional development, and availability of the internet in the schools were identified by the teachers as key to effective use of ICT to enhance reading skills of learners in the three schools. Despite the challenges of integrating ICT into the reading classrooms, the study found that teachers’ and learner’s positive attitudes towards ICT approaches influenced the interest in the use of ICT devices for improving reading skills. This study recommends that ICT approaches should be intergrated into curriculum to foster the migration from the traditional methods of teaching reading skills into the 21st century approaches that respond to the learning needs of the digital 21st century learners in the classrooms. Some schools need to urgently review their school policies which ban the use of ICT devices for learning and teaching purposes and establish ways to manage and monitor the use of these resources in the classrooms.This study adds to the body of information on ICT in education and offers educators, policymakers, and academics significant insights.The study concludes that ICT approaches have a potential to enhance reading skills of digital 21st century learners. Lastly, the study concludes that teacher professional development is key for the maximum integration of ICT for the development of learners’ reading skills. v TABLE OF CONTENTS DECLARATION ................................................................................................................................................................................... i ACKNOWLEDGEMENT ...................................................................................................................................................................... ii DEDICATION ...................................................................................................................................................................................... iii ABSTRACT ......................................................................................................................................................................................... iv CHAPTER 1 ........................................................................................................................................................................................ 1 1.1 INTRODUCTION ................................................................................................................................................................... 1 1.2 PROBLEM STATEMENT ...................................................................................................................................................... 3 1.3 LITERATURE REVIEW ......................................................................................................................................................... 4 1.3.1 Reading .......................................................................................................................................................................... 4 1.3.2 Reading Comprehension ............................................................................................................................................... 4 1.3.3 Reading Approaches ..................................................................................................................................................... 4 1.3.4 Digital Learners .............................................................................................................................................................. 5 1.3.5 Reading levels of digital second language learners: ...................................................................................................... 5 1.3.6 Studies on the use of ICT approaches to enhance the reading of learners: .................................................................. 5 1.3.7 Challenges of ICT in teaching reading: .......................................................................................................................... 6 1.3.8 Digital Approaches to teaching Reading: ....................................................................................................................... 6 1.3.9 Gaps in Literature: ......................................................................................................................................................... 6 1.3.10 Theoretical Framework: ............................................................................................................................................... 6 1.3.10.1 Constructivism Theory ............................................................................................................................................. 6 1.3.10.2 Connectivity Theory ................................................................................................................................................. 7 1.4 RESEARCH QUESTION ....................................................................................................................................................... 7 1.4.1 Main research question: ................................................................................................................................................. 7 1.4.2 Secondary research questions: ..................................................................................................................................... 7 1.5 RESEARCH AIM AND OBJECTIVES ................................................................................................................................... 7 1.5.1 Research Aim: ................................................................................................................................................................ 7 1.5.2 Research Objectives: ..................................................................................................................................................... 7 vi 1.6 RESEARCH METHODOLOGY ............................................................................................................................................. 8 1.6.1 Research approach ........................................................................................................................................................ 8 1.6.2 Research design: Case Study ....................................................................................................................................... 8 1.6.3 Research Paradigm: Interpretivism ................................................................................................................................ 8 1.6.4 Research Sampling and Participants: ............................................................................................................................ 8 1.7 DATA COLLECTION/SETS ................................................................................................................................................... 9 1.7.1 Semi-structured interviews ............................................................................................................................................. 9 1.7.2 Classroom Observation .................................................................................................................................................. 9 1.8 DATA ANALYSIS ................................................................................................................................................................... 9 1.9 VALUE OF PROPOSED RESEARCH ................................................................................................................................... 9 1.10 ETHICAL CONSIDERATIONS ......................................................................................................................................... 10 1.11 DIVISION OF CHAPTERS ............................................................................................................................................... 10 1.12 CONCLUSION ................................................................................................................................................................. 11 CHAPTER 2 ...................................................................................................................................................................................... 12 2.1 INTRODUCTION AND BACKGROUND .............................................................................................................................. 12 2.2 DEFINITION OF READING CONCEPTS ............................................................................................................................ 12 2.1.1 Reading ......................................................................................................................................................................... 12 2.1.2 Reading Comprehension .............................................................................................................................................. 12 2.1.3 Reading Approaches in CAPS ...................................................................................................................................... 13 2.3 DIGITAL LEARNERS .......................................................................................................................................................... 14 2.4 READING LEVELS OF DIGITAL SECOND LANGUAGE LEARNERS ............................................................................... 16 2.5 STUDIES ON THE USE OF ICT APPROACHES TO ENHANCE READING OF LEARNERS ........................................... 18 2.6 CHALLENGES OF ICT IN TEACHING READING .............................................................................................................. 19 2.7 DIGITAL APPROACHES TO TEACHING READING .......................................................................................................... 21 2.8 GAPS IN LITERATURE ....................................................................................................................................................... 22 2.9 THEORETICAL FRAMEWORK ........................................................................................................................................... 23 2.9.1 Constructivism Theory and Reading ............................................................................................................................. 24 vii 2.9.2 Connectivity Theory and Reading ................................................................................................................................. 25 2.10 CONCLUSION ................................................................................................................................................................. 27 CHAPTER 3 ...................................................................................................................................................................................... 28 3.1 INTRODUCTION ................................................................................................................................................................. 28 3.2 A QUALITATIVE RESEARCH APPROACH ........................................................................................................................ 28 3.3 AN INTERPRETIVISM RESEARCH PARADIGM ............................................................................................................... 29 3.4 THE CASE STUDY DESIGN ............................................................................................................................................... 29 3.5 POPULATION AND SAMPLING ......................................................................................................................................... 30 3.5.1 Participants ................................................................................................................................................................... 30 3.6 DATA COLLECTION METHODS ........................................................................................................................................ 30 3.6.1 Semi-structured interviews ............................................................................................................................................ 30 3.6.2 Observations ................................................................................................................................................................. 31 3.7 DATA ANALYSIS ................................................................................................................................................................. 31 3.8 ISSUES OF TRUSTWORTHINESS .................................................................................................................................... 32 3.9 VALUE OF THE STUDY ...................................................................................................................................................... 32 3.10 ETHICAL CONSIDERATIONS ......................................................................................................................................... 33 3.11 CONCLUSION ................................................................................................................................................................. 33 CHAPTER 4 ...................................................................................................................................................................................... 34 4.1 INTRODUCTION ................................................................................................................................................................. 34 4.2 RESEARCH QUESTIONS OF THE STUDY ....................................................................................................................... 34 4.3 PROFILING OF THE THREE SCHOOLS ........................................................................................................................... 34 4.4 PROFILING OF THE PARTICIPANTS ................................................................................................................................ 35 4.5 TABLES OF THEMES FROM INTERVIEWS AND OBSERVATION .................................................................................. 35 4.6 DATA PRESENTATION, ANALYSIS AND DISCUSSION ................................................................................................... 36 4.6.1 Semi-structured interviews with teachers ..................................................................................................................... 36 4.6.1.1 Preferred reading mode of digital learners: ............................................................................................................ 37 4.6.1.2 Teachers’ attitudes towards ICT approaches: ........................................................................................................ 37 viii 4.6.1.3 ICT and Acquisition of Reading Skills: ................................................................................................................... 39 4.6.1.4 Challenges in managing ICT in reading classrooms: ............................................................................................. 40 4.6.1.5 Modernizing reading by integration of ICT: ............................................................................................................ 42 4.6.1.6 The Importance of diversifying approaches to enhance learner reading: .............................................................. 43 4.6.2. CLASSROOM OBSERVATION ....................................................................................................................................... 45 4.6.2.1 The use of ICT: ....................................................................................................................................................... 45 4.6.2.2 The use of digital devices in the reading classroom: .............................................................................................. 46 4.6.2.3 Difficulties of using ICT in reading classrooms: ...................................................................................................... 47 4.7 CONCLUSION .................................................................................................................................................................... 49 CHAPTER 5 ...................................................................................................................................................................................... 50 5.1 INTRODUCTION ................................................................................................................................................................. 50 5.2 THE OBJECTIVES OF THIS STUDY WERE: ..................................................................................................................... 50 5.3 SYNOPSIS OF THE FINDINGS .......................................................................................................................................... 50 5.3.1. ICT approaches that enhance the reading of FET digital learners in the 21st century ................................................. 50 5.3.2 Teachers’ use of ICT approaches to enhance reading of digital learners in the 21st century ...................................... 51 5.3.3 Challenges faced by teachers in the integration of ICT approaches to enhance the reading of FET digital learners in the 21st century ............................................................................................................................................................................... 51 5.3.4 Strengthening ICT approaches for the enhancing reading skills of digital learners ...................................................... 52 5.3.5 Bridging digital divices in digital reading resources ...................................................................................................... 53 5.3.6 Teacher development on ICT reading approaches ....................................................................................................... 53 5.4 RECOMMENDATION .......................................................................................................................................................... 54 5.5 THE VALUE OF THE STUDY ............................................................................................................................................. 54 5.6 CONCLUSION ..................................................................................................................................................................... 54 REFERENCES ................................................................................................................................................................................. 55 ix ANNEXURES ANNEXURE A: UFS ETHICAL CLEARANCE CERTIFICATE ANNEXURE B: APPROVAL TO CONDUCT RESEARCH IN THE FREE STATE ANNEXURE C: RESEARCH STUDY INFORMATION AND CONSENT FORMS: PRINCIPAL ANNEXURE D: RESEARCH STUDY INFORMATION AND CONSENT FORMS: EDUCATORS ANNEXURE E: PERMISSION FROM PRINCIPALS TO CONDUCT RESEARCH ANNEXURE F: SEMI-STRUCTURED INTERVIEWS: EDUCATORS ANNEXURE G: OBSERVATION FORM: EDUCATORS ANNEXURE H: CERTIFICATE FROM LANGUAGE EDITOR ANNEXURE I: TURN IT IN RECEIPT AND REPORT LIST OF TABLES Table 4.1: Profiling of the participants Table 4.2: Tables of themes from interviews and observation LIST OF FIGURES Figure 3.1: Methodology categories employed in the study. LIST OF ABBREVIATIONS/ACRONYMS ICT: Information and Communication Technology CAPS: Curriculum and Assessment Policy Statement DBE: Department of Basic Education DoE: Department of Education FAL: First Additional Language FET: Further Education and Training 1 CHAPTER 1 Introduction and Background 1.1 INTRODUCTION The use of Information and Communication Technology (ICT) in education has gained momentum in the last ten years, globally and in South Africa. The use of ICT devices such as e-books, iPads, cellular phones and computers is continuously being investigated and implemented in many language classrooms across the world to determine their impact on the reading skills of learners. In South Africa, specifically, there is a generally held acceptance that the use of ICT such as computers, laptops, tablets, and cellular phones will enhance learning and teaching, especially at school level. Such belief is articulated by the Gauteng Minister of Education, Panyaza Lesufi (2016) through his statement “Gauteng has a vision to be a top performer on par with developed countries by introducing paperless classrooms….to address teaching quality, learner engagement and improved school governance” (p. 9). As such, many schools, especially in the Gauteng province, have since received tablets and computer labs to improve learning and teaching, including the learning of reading. With the increased availability and use of technology, educators are also expected to adapt to the changes so that their teaching can help learners meet the challenges of the modern times. Moreover, today’s children are referred to as “digital natives” since they belong to the digital era (Ngesi, et al., 2018). Teaching approaches and learning resources should match the changing times to which learners belong. One of the prominent educational theorists, John Dewey (1960) once said “if we teach today’s learners as we were taught yesterday, we rob them of the future” (p. 16). The advancement of technology has permeated the teaching and learning of language skills such as reading, speaking, writing, and listening. For example, the past ten years has seen the emergence of digital texts to replace the print texts for the teaching and learning of reading in many 21st century classrooms globally (Creighton, 2018; McCarron & Kuperman, 2022). Research also indicated that 21st century learners prefer digital texts because they can be accessed via electronic devices such as cellular phones, laptops and tablets enabling mobile reading practices since these devices are portable and accessible everywhere (Petrova and Nemec, 2019; Ngesi, et. al, 2018). What also makes digital reading texts more appealing to young people and to the educators is that they contain interactive resources that are not found in the printed texts. For example, online texts can include links to media content such as videos and interactive case studies for the reading activities. As such, digital texts have the potential of not only engaging learners in critical reading processes, but they can also expand learners’ cognitive thinking through their interactive nature. According to Castello and Wagner (2018), learners can post questions to the educator and to other leaners to seek clarity and comprehension while engaging with the text. Additionally, digital texts make reading more fun through their press-the-button functions for highlighting and annotating the text, as well as audio translation functions (Ngesi, et al., 2018). Digitisation of texts allows for the educators to integrate the teaching of reading with other skills such as writing. For example, through hypertexts 2 learners can contribute their own writing in response to the hypertext interactive process. As such, educators can use the same digital text to encourage reading and writing skills in language classrooms (Castello and Wagner, 2018). Over and above the opportunities provided by digitisation of texts for the teaching and learning of reading in the 21st century classrooms provided above, the Curriculum and Assessment Policy Statement (Department of Education, CAPS, 2011) placed emphasis on the use of ICT in education and it created a huge demand on language educators to use ICT in the teaching of language skills. In fact, the CAPS document appeals to language educators to be at the forefront in promoting the use of new technologies in their 21st century classrooms. Similarly, the White Paper on eLearning (2014) demands that ICT should be integrated into the teaching and learning in the classrooms, recognising that the classrooms consist of digital learners. For the teaching of reading, specifically, the White Paper (2014) suggested that the use of digital texts with their characteristics of digital media can assist learners to engage with their reading texts at a deeper level while they also enjoy the digital interactive features. Digital learners are born in the digital era, and they grow up with modern technology. Born in the 2000s after the wide spread of technology, digital learners also known as millennials, have been noticed to be technologically confident. They prefer to connect to the world through online digital platforms such as cellular phones, iPhones, computers, tablets, and other digital gadgets (Meyer, 2015). They are distinguished, from the previous generation of learners, by their trust in the Information and Communication Technology (ICT). They have lived most of their life in the presence of digital communication technologies (Cha, Park & Seo, 2020). They utilise computers, mobile phones, and the internet for instantaneous communication and easy access to information where required. Given these characteristics of digital learners, Prensky (2001a) and Oblinger (2003) argued that educators must modify their educational models to accommodate the new kind of learners they are faced with in their classrooms. In reading classrooms, Buragohain and Kassim (2019) observed that “digital learners do not want to be bound by traditional methods of reading and prefer to use technology” (p. 8). As such, digital age will need "digital" educators who must adapt to the future of education. Studies on digital reading tools (Gilbert, 2017; McCarron & Kuperman, 2022) have illustrated that 21st century learners enjoy reading using their digital devices such as cellular phones because such devices allow the learners a freedom and flexibility of “reading on the move”. Gilbert (2017) noticed that most cellular phones have audio features that permit learners to listen to the correct pronunciation of new words while texts are being read. Hence, there is an urgent call for educators to integrate technology into the teaching of reading comprehension skills in their 21st century classrooms. Petrova and Nemec (2019) believed that the use of technology for the teaching of reading is not the panacea to all pedagogical problems in the reading classrooms. These scholars were of the view that it is the educator’s creative and innovative use of technology in the classroom that makes the difference rather than the multiplicity of multimedia in the classroom. In the same instance, Gokbulut, Akcamete and Guneyli (2020) argued that good digital pedagogy is enhanced by the educator’s planned and efficient use of different forms of digital platforms available to the learners and the educators. This means that educators remain important role players for the successful use of digital learning tools in the classroom. In fact, the educator has a responsibility to determine the effective digital platforms, digital reading materials and 3 the effective ICT reading approaches which have a potential for enhancing reading skills of the learners. Other important aspects include ensuring access to internet and availability of data for accessing reading texts from various internet websites. Information Communication Technology (ICT) has had substantial worldwide and South African development in its use to education, namely in improving reading abilities (Department of Science and Technology, 2021). Digital technologies including e-books, iPads, mobile phones, and PCs are being used to study their influence on pupils' reading skills. The usage of ICT is positively correlated with improvements in learning and teaching, particularly at the school level. Schools have not fully integrated ICT into their leadership and vision, despite recognising its importance in the curriculum (Dean, Pascoe & le Roux, 2021). There is increasing evidence supporting the use of ICT reading interventions to address the reading crisis in South Africa. Access to ICT for learners is limited in many cases, and the necessary organisational and infrastructure support to ensure ICT readiness in schools is lacking in most provinces. Despite obstacles, there is a widespread agreement that ICT can greatly improve the reading skills of modern learners (Dean, Pascoe & le Roux, 2021). In the light of the above discussions, this study will explore ICT approaches that enhance the reading of digital FET learners in the 21st century. This study assumes that the educators’ use of effective ICT approaches plays a vital role in the development of learners reading skills in the 21st century. 1.2 PROBLEM STATEMENT The rapidly increased use of technology across all aspects of learners’ lives has resulted in a quick decline in the levels of their reading comprehension skills, especially the high school learners (Petrova & Nemec, 2019). While the paper-based reading comprehension approaches remain rigid in many 21st century reading classrooms, research persistently indicates that they do little to improve the reading comprehension skills of digital learners. The printed texts no longer appeal to the 21st century digital learners (Gokbulut, Akcamete & Guneyli, 2020). Literacy abilities in the modern classroom have expanded beyond traditional reading and writing. The National Council of Teachers of English (2013) describes 21st Century literacies as the capacity to master technology tools, establish deliberate cross-cultural connections, collaborate on problem-solving, enhance independent thinking, create and distribute information for global audiences, handle, assess, and combine multiple information sources simultaneously, produce, assess, analyse, and judge multimedia texts, and address the ethical obligations associated with these intricate environments (Williams, 2023). Despite this, there is little use of technology to promote reading comprehension skills of these digital learners, especially in South Africa (Dean, Pascoe & Le Roux, 2021). Research indicates that technology-based reading education may enhance phonemic awareness, phonics, fluency, vocabulary, and comprehension abilities (Petrova & Nemec, 2019). Capodieci et al. (2020) conducted a research on a distance programme to enhance language and reading comprehension. The tailored programme for learners with comprehension issues was conducted for 15-20 minutes, at least three times a week, over a period of about four months. Text reading comprehension improved after the intervention, as reported by Capodieci, Cornoldi, Doerr, Bertolo, and Carretti (2020). It is essential for educators to adjust to these changes and include ICT methods into their teaching strategies 4 to improve the reading comprehension abilities of their digitally literate 21st-century learners. By doing this, educators may enhance their learners' readiness for the challenges of the digital era and facilitate their success in several aspects of adult life. More research is needed to find the best ways to integrate ICT into the classroom to enhance digital learners' reading skills. Promote learner- centered participation and outcomes. This requires understanding ICTs for continual learning. This study, therefore, responds to an urgent need for educators to adapt to the 21st century changes and seek alternative ICT approaches to enhance reading comprehension skills of their 21st century digital learners. 1.3 Literature Review 1.3.1 Reading In general, reading is defined as a process or act of decoding symbols to determine the meaning of the text. The process of decoding the symbols necessitates that the reader must be able to spontaneously match the symbols (letters of a language) to the sound and then recognise the pattern of the sounds that create the words that convey the meaning to the reader (Jala, 2020). In other words, reading is an active process in which learners try to make of what they read. Reading remains one of the most important academic skills for learners to acquire and to master. Learners learn new information and become more competent in their subjects through reading. It is not strange that research persistently shows that learners who are proficient readers are likely to perform well in their studies since they learn from what they read. In contrary, learners who experience difficulties in reading often struggle to acquire knowledge and are likely to perform poorly in their studies (Rintaningrum, 2019; Jala, 2020). Poor reading skills also affect leaners’ self-esteem and their motivation for further engagement with their studies. 1.3.2 Reading Comprehension Back in the 1970s and 1980s reading theorists such as Smith (1978) and Anderson and Pearson (1984) began to theorise reading comprehension. Their efforts led into them viewing comprehension as a process by which the reader constructs meaning by interacting with the text (Anderson & Pearson, 1984). In other words, the reader’s experiences help him to understand the information presented by the author. As such, the reader is able to relate the old information to the new information. McCarron and Kuperman (2022) consider this interaction between the reader and writer as the foundation for comprehension. 1.3.3 Reading Approaches The South African Department of Education (DoE, 2003) defines ICT as “a combination of networks, hardware and software as well as means of communication, collaboration and engagement that enables the processing, management and exchange of data as well as information and knowledge” (p. 8). 5 In alignment with the ICT objectives outlined by the Department of Education (DoE, 2003), the Curriculum and Assessment Policy Statements (CAPS, 2011) articulate their intention to encourage the integration of emerging technologies, including Information Communication Technology (ICT), in the educational process (p. 11). Nevertheless, this exemplifies the importance of the educator's role in guiding learners towards the most relevant resources accessible on the internet. 1.3.4 Digital Learners Digital learners are those who were born during the digital age and are raised in an environment where contemporary technology is prevalent. Digital learners, commonly referred to as millennials, have emerged in the 21st century as a generation born during the era of technological advancements. These individuals exhibit a notable level of confidence in utilising technology and display a preference for engaging with the world through various online digital platforms, including cellular phones, iPhones, computers, tablets, and other digital devices (Meyer, 2015). The current generation of learners may be differentiated from their predecessors by their reliance on and confidence in Information and Communication Technologies (ICTs). The individuals under consideration have mostly resided in an environment characterised by the prevalence of digital communication technologies (Gallardo-Echenique, Marques-Molas, Bullen, & Strijbos, 2015). 1.3.5 Reading Levels of Digital Second-language Learners: The use of affordances has resulted in a significant transformation in learners' approaches to learning. As a consequence, individuals have encountered difficulties in uncovering novel approaches to harnessing diverse media formats and accessing a wide array of information on the internet. These challenges may potentially impede their progress in developing reading skills. Heng and Sol (2021) believe that the use of digital reading has facilitated learners' ability to conveniently access educational resources at anytime and anywhere. From a critical perspective, it is essential for learners to possess the requisite abilities in order to proficiently use these affordances and maximise their potential benefits. The significance of continuous research and development in this domain is shown by the identification of research gaps in second-language digital reading methodologies (Abequibel, Dela Rama– Ricohermoso, Alieto, Barredo & Lucas, 2021). 1.3.6 Studies on the Use of ICT Approaches to Enhance the Reading of Learners: According to Zayed (2016), there exists a multitude of mobile applications that are now accessible to students via their smartphones. These applications provide many resources for language learning, including bilingual dictionaries, MP3s, videos, PDFs, as well as platforms like as WhatsApp, Facebook, Twitter, YouTube, and web-based language learning sites. The recognition of this novel technology in language training as a substantial progression in the current day is universally accepted. In the past, language acquisition was primarily confined to traditional educational settings and printed instructional materials. However, the advent of contemporary Information and Communication Technology has significantly expanded the opportunities available to language learners (Zayed, 2016). 6 1.3.7 Challenges of ICT in Teaching Reading: Even though the integration of ICT in the teaching and learning of reading skills, it does not come without any challenges. A study by Dean, Pascoe and Le Roux (2021), for example, observed challenges such as learners' limited prior exposure to technology, high rates of learner absenteeism, tardiness among learners, and the challenge of finding suitable time and venues for supplemental ICT intervention within the constraints of the curriculum (Dean, Pascoe & Le Roux, 2021). This observation underscores the challenges that arise while using digital reading platforms, especially for those who are acquiring a second language. It has been noted that students of this kind could need assistance in navigating significant topics inside hypertext, since the heightened cognitive load might surpass their attainable working memory capacities. 1.3.8 Digital Approaches to Teaching Reading: According to Castillo (2017), digital reading classrooms provide instructors a wealth of real reading materials via several online platforms, in contrast to the traditional reliance on a single obsolete textbook for reading comprehension passages. In the context of a digital reading environment, learners are presented with an increased range of possibilities to actively interact with diverse textual materials. In order to optimise the advancement of students' reading skills, it is essential to establish a balance between traditional paper-based reading methods and digital reading techniques. This assertion has validity, notwithstanding the potential benefits associated with technology-driven methodologies. 1.3.9 Gaps in Literature: Further study is required to determine the most effective methods for integrating ICT technologies into the classroom to improve reading approaches of digital learners. This involves promoting learner-centered involvement and results. Although ICTs have several advantages, it is crucial to have a deeper understanding of their limits. This involves comprehending the use of ICTs for continuous learning. ICT technologies have the potential to improve literacy skills in FET learners, but more study is necessary to determine the most effective ways to deploy these tools and address their limitations. The present gap is an area of study that lacks comprehensive understanding in the extent to which information and communication technology (ICT) tools may enhance the literacy skills of Further Education and Training (FET) learners. 1.3.10 Theoretical Framework: This study of exploring ICT approaches to enhance reading of digital learners in the 21st centuries is underpinned by two theories: constructivism theory and connectivity theory. 1.3.10.1 Constructivism Theory Constructivism places a lot of emphasis on the social environment in which the learning takes place, or in which it is found. As such, constructivism draws from the notion that in the process of learning, learners rely heavily on the interactions with their changing 7 world. The ability to change and adapt to the changing world of ICTs puts the learners in the centre of their learning process, especially in the era of a digital reading environment. 1.3.10.2 Connectivity Theory Siemens (2005), widely seen as the progenitor of the connectivism theory, provides a definition of connectivism as a kind of knowledge that emphasises the practicality of knowing where to get information, rather than focusing only on the specifics of what that knowledge entails (p. 7). According to Siemens (2005), the connectivism theory posits that knowledge is dispersed across an information network and may be preserved in several digital forms. The researcher aims to investigate how educators use the principles of constructivism and connectivism in their instructional practices to improve the reading comprehension abilities of digital Further Education and Training (FET) learners in the contemporary era. 1.4 RESEARCH QUESTION 1.4.1 Main Research Question: • What ICT approaches enhance reading of digital learners in the 21st century? 1.4.2 Secondary Research Questions: • How do educators use ICT approaches to enhance the reading of digital FET learners in the 21st century? • What challenges are faced by educators in the integration of ICT approaches to enhance reading of digital FET learners in the 21st century? • In what ways do the ICT approaches enhance reading of digital FET learners in the 21st century? 1.5 RESEARCH AIM AND OBJECTIVES 1.5.1 Research Aim: The aim of this study is to explore ICT approaches used by educators to enhance reading of digital learners in the 21st century. The study will seek to achieve the following research objectives: 1.5.2 Research Objectives: • To investigate how educators use ICT approaches to enhance reading of digital learners in the 21st century. 8 • To examine challenges faced by educators in the integration of ICT approaches to enhance the reading of FET digital learners in the 21st century. • To explore ICT approaches that enhance the reading of FET digital learners in the 21st century. • To examine ways in which ICT approaches can be used to enhance the reading of FET digital learners in the 21st century. 1.6 RESEARCH METHODOLOGY 1.6.1 Research Approach This research was grounded in a qualitative framework and aimed to explore ICT techniques that may effectively improve the reading abilities of digital learners in the 21st century. Qualitative research is often seen as a methodical exploration of a social phenomenon within its authentic context (Kandel, 2020). The phenomena include several aspects such as individuals' perceptions of their lives, experiences, interactions, relationships, and other elements within the social context (Rahman, 2020). Qualitative research prioritises the quality of information above its quantity. 1.6.2 Research Design: Case Study This research examines a group of nine instructors from three secondary schools located in the Motheo area. According to Yin (2009), a case study is a kind of empirical research that examines a phenomenon within its authentic real-life setting. Multiple techniques of data gathering are used in case study research, since it entails a comprehensive examination of a particular event (p. 18). A case study was used in this comprehensive investigation of reading strategies that improve the reading abilities of learners in the digital era of the 21st century. According to Davies et al. (2014), the researcher was given the opportunity to use several data- collecting techniques, including classroom observation and semi-structured interviews. 1.6.3 Research Paradigm: Interpretivism Interpretivists claim that the perception of reality is subjective and can differ across individuals. As a qualitative research approach interpretivism asserts that understanding the beliefs, motivations, and reasoning of individuals in a social situation is essential to decoding the meaning of the data that can be collected around a phenomenon (Alharahsheh & Pius, 2020). This study uses interpretivism to understand how teachers and learners make sense of their world through social interactions with the participants in their real contexts. 1.6.4 Research Sampling and Participants: 9 The study population comprises nine educators who specialise in teaching extra languages to students in grades 8 to 12. These instructors are distributed throughout three secondary schools located in the Motheo District within the Free State province. Sampling is the deliberate selection of a subset of individuals or a larger population in order to get a representative sample for a certain research objective. The researchers used purposive sampling to pick language instructors in grades 8 to 12, since the study aims to investigate the use of ICT techniques to improve reading skills among learners in these specific grade levels. 1.7 DATA COLLECTION/SETS 1.7.1 Semi-structured Interviews A total of nine educators from three educational institutions were subjected to semi-structured interviews as a means of gathering data. The semi-structured interview is a commonly used method in the field of social sciences with the purpose of gathering qualitative data (McGrath, Palmgren & Liljedahl, 2019). The interview process facilitates exploration and provides space for the pursuit of thematic trajectories as the conversation unfolds. However, it generally adheres to a predetermined guide or protocol established before the interview and revolves around a central subject to provide a fundamental framework (Magaldi & Berler, 2020). 1.7.2 Classroom Observation Observation serves as a valuable method for collecting primary data pertaining to the phenomena being investigated in qualitative research such as the present one. In contrast to quantitative research, which use quantitative measurement to explain the traits or attributes of events, observation relies on the observer's subjective interpretation of sensory perceptions such as sight, sound, smell, taste, or touch (Yin, 2009). Data collection is conducted via the observation of individuals or events in their natural environment. The present research used a participant observation method to examine nine classes where first extra language instruction was being delivered. These classrooms were located in three different schools within the Motheo district. 1.8 DATA ANALYSIS Thematic analysis was used to examine the experiences of instructors in this study. Thematic analysis seeks to comprehend the intricacy of meanings in the data, as opposed to just quantifying their frequency. The process involves the active involvement of the researcher in both data gathering and analysis. The analysis encompasses the examination of patterns of significance that need further investigation, as well as the identification of how these patterns might be organised into thematic structures (Cohen et al., 2018). 1.9 VALUE OF PROPOSED RESEARCH 10 This study aims to provide educators and learners with insights on the effective use of ICT classroom practices for enhancing reading skills. This study aims to enhance learner outcomes and facilitate the development of reading abilities among digital learners by using digital platforms and incorporating contemporary instructional approaches. Developing competent readers who possess the ability to comprehend text effectively may greatly benefit learners beyond the secondary education level. 1.10 ETHICAL CONSIDERATIONS The practice of doing research necessitates adherence to ethical principles, particularly in relation to data collection, study design, and interpretation of findings. In order to engage in data gathering, it is necessary to have proper licence and ethical clearance from the institution where the research is being carried out. This qualification enables the utilisation of qualitative research methods to address research inquiries and accomplish study objectives. According to Alam (2021), it is advisable to gather a sufficient amount of relevant information, while avoiding an excessive accumulation of data. In order to effectively address their research inquiries and accomplish their objectives, researchers must ensure the acquisition of a sufficient amount of data, while avoiding excessive data collection. 1.11 DIVISION OF CHAPTERS Chapter 1: Introduction and background This introductory chapter concentrates on the study’s background, the problem statement accompanied by the main and secondary research questions. Chapter 2: Literature review Chapter 2 contains the specific theoretical framework the study will be employing accompanied by an in-depth literature review. Chapter 3: Research methodology In Chapter 3, the specific research questions are once again discussed as well as the paradigm, research approach, sampling, data collection strategy and methodologies for data analysis. Chapter 4: Results and interpretation of research In Chapter 4, the results obtained from the study are analysed and discussed. All the results are accompanied by explanations and tables where applicable. Chapter 5: Conclusion In Chapter 5 the findings and recommendations are deliberated. A final summary of the study is then provided accompanied by finalised conclusions. 11 1.12 CONCLUSION The current chapter provides an in-depth analysis of the study's background and further elaborates on the issue statement. The study contained a concise literature review that included particular frameworks relevant to the research. The study investigated the research technique, specifically emphasising the qualitative approach. The design of the study was a case study, and the paradigm used was interpretivism. In addition, the study participants, data collecting, and data analysis were briefly addressed. Finally, the significance of the findings, ethical issues, and a chapter framework were provided. The subsequent chapter will provide a comprehensive literature review and theoretical frameworks. 12 CHAPTER 2 LITERATURE REVIEW 2.1 INTRODUCTION AND BACKGROUND This chapter presents a review of literature on the Information and Communication Technology (ICT) approaches that can enhance the reading skills of digital learners in the 21st, especially those learners in the Further Education and Training phase (FET phase). Guided by the research objectives, the chapter begins by defining concepts of reading, reading comprehension, reading approaches in the Curriculum Assessment Policy Statements (CAPS, 2011), digital learners, reading levels of digital learners, and ICT reading approaches. It then reviews recent studies on the impact of ICT reading approaches for the development of second-language learners’ reading skills in diverse classrooms, globally and in South Africa. Later, the chapter looks at two theories that underpin this study: constructivism theory and connectivism theory, and their influence on the development of reading skills of the 21st century leaners. Lastly, the chapter provides a conclusion. 2.2 DEFINITION OF READING CONCEPTS 2.1.1 Reading The acquisition of reading skills is crucial for achieving success in various aspects of life. Reading literacy, as a concept, encompasses the abilities to comprehend, utilise, assess, contemplate, and actively interact with written materials with the aim of attaining personal objectives, expanding knowledge and capabilities, and actively participating in societal affairs (Habók & Magyar, 2019). According to Zimmerman and Hutchins (2003) “Real reading has to do with thinking, learning, and expanding a reader’s knowledge and horizons. It has to do with building on past knowledge, mastering new information, and connecting with the minds of those you’ve never met”. (p.1). The challenge in South Africa, and in many other countries, is that many learners, especially those reading in the second language, have not fully developed what Zimmerman and Hutchins (2003) above refer to as real reading. The study by Progress in International Reading Literacy Study (PIRLS, 2021) indicates that in South Africa only 19% of grade 4 learners can read for meaning making. This figure is a drop from 22% in 2016. This implies that South Africa has a crisis of reading skills and that an urgent intervention is needed to improve learners’ reading skills. 2.1.2 Reading Comprehension Reading comprehension is the ability to read text, process it and understand its meaning. It relies on two, interconnected abilities: word reading (being able to decode the symbols on the page) and language comprehension (being able to understand the meaning 13 of the words and sentences) (Peng & Kievit, 2020). When we make sense of a text, however, we don’t just remember the exact words and phrases we read. Rather, we form a mental model of what the text describes by integrating the sense of the words and sentences into a meaningful whole, like a film that plays in our head. Good comprehension is vital if reading is to have a purpose, if a reader is to engage with and learn from a text and, ultimately, if a reader is to enjoy what they’re reading. According to Amin (2019), reading comprehension is a critical academic skill that contributes to learners’ academic success in school and later in life. Reading comprehension, sometimes referred to as critical reading, is required if learners are to get the most out of the information presented to them across their curriculum. Many reading scholars argue that while the paper-based reading comprehension instruction remains crucial, however, it may not be sufficiently effective for the 21st century digital native learners in many reading classrooms, globally and in South Africa (Demir, 2021). In fact, many scholars argue that the paper-based reading comprehension instruction approaches may be the reason why many digital learners fail to improve their reading comprehension skills. “The conventional reading approaches do not respond to the reading needs and preferences of digital learners” argues Demir (2021, p. 230). Clearly, this argument points forward to the urgent need for teachers of reading to move with the times and start to adapt to the 21st century changes, especially to seek alternative ICT approaches to enhance reading comprehension skills of their digital learners. 2.1.3 Reading Approaches in CAPS South Africa’s Department of Education (DoE, 2003) defines ICT as “a combination of networks, hardware and software as well as means of communication, collaboration and engagement that enables the processing, management and exchange of data as well as information and knowledge” (p. 8). According to the DoE (2003, 8): “Examples of essential parts that make up ICT include computers, laptops, DCs, DVDs, scanner, digital cameras, and interactive whiteboards while software includes operating systems stored or loaded into equipment to perform certain tasks. By media is meant the materials that contain data such as DVD, CD, hard disks, USB, flash drives, and SD memory cards. Lastly, the services are a combination of hardware, software and people that enable users to do more through the use of internet and other web-based activities.” Supporting these ICT ambitions of the DoE (2003), the Curriculum and Assessment Policy Statements (CAPS, 2011) states it aims as “to promote the use of new technologies such as information communication technology (ICT) in the teaching and learning” (p. 11). However, this demonstrates the significance of the role of the educator in directing learners to the most relevant materials available on the internet. This statement gives the impression that the collaboration of the educator is necessary for the successful incorporation of ICT into the teaching and learning process. As a result, the position of the educator is essential in ensuring that learners can make the most of the incorporation of technology into the educational setting. In general, this section underlines the 14 significance of ICT in educational settings and emphasises the critical role that the educator plays in successfully incorporating technology. The CAPS statement and the description of ICT provide a framework for educators to use technology to improve instruction and support learners in acquiring the essential skills to succeed in the digital world. Educators can use this framework to help learners acquire the skills they need to succeed in the digital world. 2.3 DIGITAL LEARNERS Digital learners have a common interest in reading both print and electronic materials, yet they prefer to read electronic materials over print owing to the ease with which information sources may be accessed (Buragohain, 2019). Li’s (2020) latest research on second language digital strategy usage is of relevance, as it discovered new forms of strategies that were unique to second language digital reading, as well as specific print reading methods that were altered. Gaps in the study were also observed, demonstrating that perceived frequency of the application of methods alone does not give a whole picture. Digital learners prefer to study through technology rather than conventional means of learning. Alakrash & Abdul Razak (2021) assert that there are several mobile apps available nowadays that learners may access via their smartphones and use to study a language through bilingual dictionaries, MP3s, movies, PDFs, WhatsApp, Facebook, Twitter, YouTube, and web-based language learning sites, among other things. A common theme across participants in a variety of research sites was that the availability of an online dictionary was beneficial. Participants were more likely to look up terms online than they were to look them up in paper. The rising usage of digital libraries is a positive indicator that learners are increasing their practice of digital reading. There were a variety of study-related challenges reported throughout the world, including: learners had limited exposure to technology (Azmuddin, Nor, & Hamat, 2020). Digital leaners are born in the digital era, and they grow up with modern technology. Born in the 2000s after the wide spread of technology, digital learners, also known as millennials, have been noticed to be technologically confident and prefer to connect to the world through online digital platforms such as cellular phones, iPhones, computers, tablets, and other digital gadgets. They are distinguished, from the previous generation of learners, by their trust in ICT. They have lived most of their life in the presence of digital communication technologies (Vagg, Balta, Bolger, & Lone, 2020). Given these characteristics of digital learners, Akour and Alenezi (2022) argue that teachers must modify their educational models to accommodate the new kind of learners they are facing in their classrooms. In reading classrooms, Buragohain (2019) observed that “digital learners do not want to be bound by traditional methods of reading and prefer to use technology” (p. 8). As such, the digital age will need "digital" educators who must adapt to the future of education. 15 Digital learners prefer to study through technology rather than conventional means of learning (Yates, Starkey, Egerton, & Flueggen, 2021). In reality, learners’ usage of digital media has a significant impact on their reading habits. Meyer (2015) confirms that digital learners are more technologically savvy, more group-oriented, and like to socialise and interact with the rest of the world via online media. They are often drawn to learning opportunities involving information processing, engagement, and discussion. Buragohain (2019) researched the concept of electronic reading materials, and the findings revealed that digital learners like to absorb a variety of social media information. They generally prefer to read various types of electronic content such as websites, blogs, and e-books on different topics such as travel, picture blogs, lifestyles etc. One of the most prominent elements influencing electronic reading choices is ease of access to information (Kumara & Kumar, 2018). One of the most apparent reading trends is the significant fall in print newspaper readership among digital learners, which can be reflected in an increase in readership of online newsfeed articles as a preferable alternative. When it comes to digital reading material, digital learners prefer to consume all types of social media information, owing to its interactive aspect, digital connectivity, and ease of access (Buragohain, 2019). When it comes to increasing reading comprehension and understanding, digital learners prefer to contact their peers rather than their educators. Digital learners use digital devices such as smartphones to access online resources to learn and increase their vocabulary. Buragohain's (2019) research also revealed a decrease in the usage of dictionaries among digital learners, which has now been substituted by online resources for this Google generation. Keeping these observations and outcomes in mind, it is essential for educators to examine the reading habits and preferences of digital learners to recognize the need for and apply new techniques to improve their general reading and learning abilities. According to Maphosa & Bhebhe (2019), a general concept was obtained about learners' reading interests and preferences in the 21st century. To begin with, learners must have access to many forms of technology: learners now access and take in information quite differently as a direct result of the proliferation of digital technology, such as smartphones, tablets, computers, and e-readers. Firstly, reading is made more straightforward and fun for digital learners because of the availability of various reading materials presented in various forms made possible by these technologies. Secondly, learners who are learning online now have the opportunity to participate in online reading communities (Maphosa & Bhebhe, 2019). These communities allow students to communicate with other readers, share their reading experiences, and discuss books and other reading materials. Digital learners can improve their reading abilities, communicate their opinions, and broaden their viewpoints by participating in these communities, which give these possibilities. Thirdly, digital learners can now personalise their reading experiences because of the proliferation of digital reading programmes. These applications include various reading features, such as bookmarks, notes, and search options, making it possible for digital readers to create unique reading environments. Thanks to these apps, learners can read at their speed, underline essential areas, and access extra reading resources relevant to the subject matter. Fourthly, e-books, digital journals, and video reading materials are examples of interactive reading materials. These types of reading materials include visual and audible clues, which enhance the reading experience and make it more fun and engaging (Maphosa & Bhebhe, 2019). 16 In contrast to conventional reading materials, interactive reading materials are much easier to acquire for digital learners (Mandasari & Wahyudin, 2021).These approaches have been promoted by numerous technological breakthroughs and shifting social and cultural elements that have impacted learners’ reading practices. To conclude, all language education must include reading methods that assist learners in achieving their objective of becoming proficient language readers. Educators' teaching techniques should be modified to accommodate learners' diverse learning styles and interests, and reading activities should be designed and implemented appropriately. Prior to studying content-based topics in the language at higher levels, learners must acquire and refine reading methods in the second/foreign language. As a result, learners must be educated about the reading practices that will enable them to become more efficient learners - they must also monitor and assess their reading. Reading is not a solitary ability. As such, it must be combined with other linguistic abilities and socio-affective tactics such as mutual respect, seeking assistance, cooperating, collaborating, and empathising. Successful digital readers are required in the digital world; hence, online resources must be included in reading lessons. With new challenges and opportunities, such as the shift to online teaching/learning during the Covid-19 pandemic, the availability-of activities and materials on the internet, the availability of numerous readily available tools for creating exciting and captivating reading activities, and the expanded scope of distance learning, educators face new challenges in developing new reading strategies on these four dimensions - differentiated, cognitive, mechanistic, and social - there are new opportunities for teachers and researchers to be creative and innovative in developing new reading strategies within these aforementioned dimensions (Farid, Ishtiaq & Hussain, 2020). This also highlights the objective of the study which is to explore ICT approaches that enhance the reading of FET digital learners in the 21st century in order to answer the research question. 2.4 READING LEVELS OF DIGITAL SECOND LANGUAGE LEARNERS Even though digital learners may be less likely to use dictionaries to learn new words or improve their pronunciation, they can still discover new terms online by using a variety of mobile applications and smartphones, if they have the abilities to do it (Ambarwati & Mandasari, 2020). These tools make materials that digital learners can use to assist them in acquiring a new language readily available to them. However, there needs to be more research done on digital reading techniques for second languages but due to financial constraints in some areas, it is difficult for digital reading techniques to be applied. This suggests that the currently used methodologies may not provide a comprehensive picture due to financial implications (Abequibel, Dela Rama–Ricohermoso, Alieto, Barredo & Lucas, 2021). Learners' approaches to learning have undergone a sea change due to the misutilisation of affordances. Because of this, they have not been able to discover new methods of utilising a variety of forms of media and access a vast assortment of information on the web, both of which may improveme literacy abilities. In contrast Heng & Sol (2021) argue that the transition towards digital reading has allowed learners to access learning materials whenever and wherever it is most conveniently. From a critical stance, learners 17 must, however, be prepared with the necessary skills to effectively use these affordances to derive the greatest possible advantage from them. Further highlighting the importance of ongoing research and development in this area is that research voids have been discovered in second-language digital reading techniques (Abequibel, Dela Rama–Ricohermoso, Alieto, Barredo & Lucas, 2021). Despite research voids, reading levels among digital second-language learners can vary widely depending on factors such as their age, language proficiency, prior education, and exposure to the target language. However, digital tools and resources can play a significant role in helping second language learners improve their reading skills. Here are some general reading levels and characteristics you might encounter among digital second language learners: Beginner Level: Initially, individuals classified inside the novice level classification exhibit a restricted lexicon and employ rudimentary sentence constructions. The individuals experience difficulties in comprehending lengthy texts and intricate grammatical structures. Additionally, individuals derive advantages from uncomplicated, visually captivating material that possesses explicit contextual information (Sari, 2020). Intermediate Level: Individuals classified within the intermediate level possess an augmented lexicon and have proficiency in comprehending intricate phrase structures. Individuals have the ability to understand texts that possess a moderate level of complexity, although they may occasionally need some form of support. Individuals may begin to actively participate in the consumption of short stories, simplified news pieces, and debates (Rahat & Rahman 2020). Advanced Level: At the advanced level, learners demonstrate a heightened proficiency in vocabulary and a refined comprehension of grammar. Individuals possess the capacity to comprehend lengthier textual materials and articles with a considerable degree of proficiency. Individuals have the ability to interact with a more extensive array of content, encompassing genuine resources such as news stories and literary works (Ngoc, 2021). Proficient Level: Proficient learners, as classified within this category, demonstrate a considerable command of vocabulary and grammar. Individuals possess the capacity to engage with and comprehend a diverse range of written materials, encompassing both scholarly and technical content. Individuals have the ability to actively participate in the process of critically analysing and engaging in discussions pertaining to intricate subjects (Babapour, Ahangari, & Ahour, 2019). In a nutshell, language proficiency can be categorised into four distinct levels, namely beginner, intermediate, advanced, and proficient. Each level corresponds to a distinct phase of language learning and comprehension. Novice language learners possess a restricted lexicon and have difficulties when confronted with intricate sentence formations, whereas individuals at an intermediate level exhibit a more extensive range of vocabulary and are capable of comprehending moderately intricate texts with intermittent assistance. Advanced learners possess an elevated level of competence in terms of vocabulary and grammar, which empowers them to comprehend extensive texts and engage with a broader spectrum of subject matter. Proficient learners possess a substantial level of language mastery, enabling them to effectively interact with a wide range of written sources and actively contribute to critical 18 discourse. The process of transitioning from one proficiency level to another necessitates consistent engagement in practice and exposure to diverse modes of communication. 2.5 STUDIES ON THE USE OF ICT APPROACHES TO ENHANCE READING OF LEARNERS Developing the requisite knowledge, abilities, and techniques for digital reading necessitates practice and reflection on the contents as well as the quality of digital texts (Macedo-Rouet, Potocki, Scharrer, Ros, Stadtler, Salmerón & Rouet, 2019). Fox and Alexander (2017) point out that numerous characteristics and parts of the digital world incorporate text. Texts, tasks, and readers are enlarged and redefined in such digital contexts. The usage of mobile aided language learning is a relatively recent subject of investigation in the field of language learning and teaching (Ahmed, 2019). Zayed (2016) asserts that there are several mobile apps available nowadays that students may access via their Smartphone and use to study a language through bilingual dictionaries, MP3s, movies, PDFs, WhatsApp, Facebook, Twitter, YouTube, and web-based language learning sites, among other things. It is widely acknowledged that this new technology in language instruction represents a significant advancement in the 21st century. Language learning was once restricted to the classroom and textbooks, but today's Information and Communication Technology has provided language learners with a wide range of applications and programmes for developing their language skills through computers, the internet, mobile phones, and other forms of communication technology (Zayed, 2016). Hamad (2017) conducted research to see if the usage of WhatsApp could help Saudi tertiary students improve their writing skills in English. Students' learning and excitement are increased because of utilising WhatsApp, which also aids in the development of English abilities, the expansion of their vocabulary, and the ability to learn from their classmates' errors. Educators have begun to include online games into foreign language instruction during the last decade, in conjunction with technological improvements, to keep students involved, enhance attention, and create an active learning environment (Korkmaz & Oz, 2021). Instead of listening to their educators and taking exams, students may have the opportunity to collaborate with their classmates in a system that is designed to pull them out of the traditional classroom setting. Instead of listening to their educators and partaking in exams, they may have the opportunity to experience something that feels new, exciting, and that motivates them to learn and practise (Hanus & Cruz, 2018). Learning via gamification encourages students to keep track of their own progress, connect with their peers in a classroom setting, and attain their learning goals in a way that is both engaging and entertaining (Hung, 2017). According to Korkmaz & Oz, (2021), the Kahoot game, which was utilised to increase learners' reading comprehension abilities in the study, has also been addressed by many researchers in the literature, including the authors of this paper. The Kahoot game was utilised as a formative assessment tool in recent research by Göksün and Gürsoy (2019) to investigate if the usage of the gamification tool created a difference in academic success and student engagement. In addition to Quizizz, a Kahoot game was launched for one semester in conjunction 19 with it. Results revealed that when gamifying activities used the Kahoot application, the impact on academic success and student engagement was greater than when the control groups were used as the basis for comparison (Göksün & Gürsoy, 2019). Reading instruction in classrooms where learners are also learning another language has been the subject of numerous studies, and those studies have consistently found that the techniques and strategies that encourage active participation on the part of learners are the most successful (Göksün & Gürsoy, 2019). Authentic reading materials, such as newspapers, periodicals, and novels, provide learners with information that is both significant and pertinent, has and have been the focus of several studies that have highlighted the significance of using these types of reading materials in the classroom (Mudra, 2020). It is also important to utilise individualised instruction, which is when instructors adapt their teaching to meet the requirements of each individual in order to ensure that all learners, regardless of their current reading comprehension level, are able to improve their reading skills. Last but not least, it is imperative that instructors give learners consistent access to high-quality evaluations in order for the latter to develop an awareness of both their existing capabilities and areas in which they can improve. Reading instruction in classrooms where learners are learning a language other than their native tongue benefits greatly from pedagogical approaches and techniques that place an emphasis on the learner, foster collaborative learning, and are realistic (Mudra, 2020). In conclusion, the incorporation of Information and Communications Technology (ICT) into the teaching of reading offers learners individualised opportunities to access a diverse array of materials, enabling them to construct their own comprehension of the subject matter. Through engaging in real-time interactions with experts or peers, learners have the opportunity to actively exchange and amass knowledge. Furthermore, the use of ICT in reading strategies, such as the incorporation of hyperlinks and multimedia elements, has shown favourable outcomes in terms of enhancing reading comprehension and fostering increased engagement. Therefore, the integration of ICT in reading teaching facilitates enhanced and engaging educational encounters for learners. This also highlights the objective of the study which is to examine ways in which ICT approaches can be used to enhance the reading of FET digital learners in the 21st century in order to answer the research question. 2.6 CHALLENGES OF ICT IN TEACHING READING Screen Time: Due to the proliferation of technology and the internet, more people spend their leisure time staring at displays rather than perusing physical literature. Due to this change, reading as a form of entertainment has become less of a priority (Lau & Lee, 2021). Attention Span: The fast-paced nature of the digital world has contributed to a decline in people's ability to focus their attention. Reading for extended amounts of time can be difficult for many who are also readily side-tracked. People need to spend more time reading despite their increasingly hectic schedules, which is caused by the combination of employment and other responsibilities (Martiana, 2019). 20 A Decline in Reading Culture: There has been a decline in reading culture due to the preference of many individuals to take in information through pictures and movies rather than through books. (Oji & Erubami, 2020). Access to Books Is Difficult for Many People: Having access to books can be difficult for many people, particularly those who live in underprivileged regions or attend institutions that do not have libraries. Because there is so much material readily accessible online, it can be challenging to concentrate on just one book or author at a time, which can result in a reading experience that is jumbled and disjointed (Chaidi, Drigas, & Karagiannidis, 2021). Comprehension of What Is Read: Many people need help understanding what they read because of literacy difficulties or linguistic obstacles. This can be a substantial obstacle to either reading for information or enjoyment. The Cost of Books: Because of the high cost of books, many people need the financial means to buy them consistently, which may restrict the amount of reading material and literature they can access (Qizi, 2021). There were a variety of study-related challenges reported in the majority world, including: learners having limited exposure to technology before beginning the intervention, high rates of learner absenteeism, learners arriving late to school, finding time for supplemental ICT intervention in a curriculum-determined time (no quiet venues at schools where intervention and assessments could be conducted) (Dean, Pascoe & Le Roux, 2021). This statement highlights some difficulties associated with using digital reading environments, particularly for those learning a second language. It is pointed out that this type of student may need help locating important concepts in hypertext due to the increased cognitive burden, which may necessitate working memory capabilities that are higher than they are capable of achieving. Accordingly, reading in digital environments may require more sophisticated reading skills, which may not be readily accessible to individuals acquiring a second language. In addition, the paragraph brings up several difficulties in the academic realm that are prevalent in most of the globe concerning the use of digital technologies in the classroom. These challenges include insufficient access to technology, a high rate of student disengagement, and difficulty locating sufficient time and space for such interventions within a timetable established by the curriculum. The effectiveness and accessibility of digital interventions in education may suffer due to these difficulties, particularly in contexts characterised by poor income (Dean, Pascoe & Le Roux, 2021). Despite these obstacles, the paragraph points out that digital learners are still avid and consistent readers, which contradicts the common misconception that digital learners do not read. The fact that digital learners typically read for various reasons, including information, interest in current events, amusement, satisfaction, and personal development, hints at the fact that various motivations drive their reading patterns. This discovery has significant ramifications for using digital reading interventions in education. Concentrating on reading for enjoyment or personal development may be more successful than focusing exclusively on scholastic 21 reading as the primary goal. In general, the paragraph brings up many significant concerns regarding digital reading environments and the potential effects that these environments may have on learners learning a second language and education in general. It brings to light the need for additional research and consideration of these problems to guarantee that digital interventions are efficient and fair for all learners (Fryer, Coniam, Carpenter & Lăpușneanu, 2020). To summarise, digital learners are keen and regular readers, which defies the widely held belief that they do not read. Aside from reading academic texts as part of a course requirement, digital learners prefer to read for information and to remain up to speed on current events, with additional motivations for reading being for fun and enjoyment, as well as for personal development. This also highlights the objective of the study which is to examine challenges faced by educators in the integration of ICT approaches to enhance reading of digital learners in the 21st century in order to answer the research question. 2.7 DIGITAL APPROACHES TO TEACHING READING The changing times also challenge teachers to explore whether the integration of technology into the teaching of reading comprehension skills can accelerate the reading comprehension skills of their learners or there is a need to balance the traditional paper-based reading approaches and the digital approaches for effective development of learners’ reading skills. However, research indicates the limited use of technology to promote reading comprehension skills of digital learners, not only in South Africa, but globally (Castillo, 2017; Dean, Pascoe & Le Roux, 2021). This is despite evidence of the benefits of using digital reading approaches and digital resources to promote reading comprehension skills of additional language or second-language high-school learners as noted by global scholars (Buragohain, 2019; Demir, 2021) and South African scholars (Dean, Pascoe & Le Roux, 2021). For example, Reiber-Kuijpers, Kral and Meijer (2021) argue that: “In the age of screen ubiquity, digital text is ever more prevalent. For foreign language learners, this means that a plethora of authentic texts in the target language is now readily available at a single mouse click, whereas access was previously limited" (p.1). Castillo (2017) asserts that in digital reading classrooms, teachers have ample authentic reading resources available via multiple online resources compared to when they largely rely on the single outdated textbook for reading comprehension passages. Within a digital reading environment there are more opportunities for learners to engage with a variety of texts. More conventional methods, such as books and other reading materials printed on paper, can provide a distinctive and unique experience that can supplement the digital strategy. Reading literature, for instance, is essential for developing the ability of attention to detail, which is essential for developing reading comprehension. In a nutshell, the quote above advocates for moving away from the conventional reading methods that rely on paper and towards reading methods that use technology to teach reading comprehension skills to digital 22 learners. This demonstrates the importance of maintaining a healthy equilibrium between the two strategies to facilitate the growth of reading abilities in learners. Recently, Information and Communication Technology (ICT) has had a growing impact on reading methods in education. One common approach is using digital platforms and tools to improve reading comprehension and engagement. Research conducted by Jiang, Chen, & Chiang (2020) suggests that incorporating ICT into reading lessons enhances learners' reading skills via interactive and multimedia-rich materials. Learners may access a range of literature and interact with them using various methods including audio, video, and interactive activities. ICT-based reading platforms often provide customised learning experiences that cater to the specific requirements of every learner, as seen in the study conducted by Yıldız (2022). Individualised methods may boost motivation and cultivate a more profound comprehension of the reading topic. Furthermore, collaborative reading experiences supported by Information and Communication Technology (ICT) have been increasingly popular in recent years. Lee and Hwang (2022) conducted research on the advantages of collaborative reading via online platforms, emphasising the role of peer contact in enhancing reading comprehension. ICT allows students to participate in conversations, exchange comments, and work together on projects irrespective of their geographical locations. This encourages a communal atmosphere among learners and encourages active engagement in the reading process. Recent research have focused on incorporating new technologies like artificial intelligence (AI) and augmented reality (AR) into reading education. Lee & Kwon, (2024) investigate the capabilities of AI-driven teaching systems in enhancing reading comprehension skills. The systems analyse learner's reading behaviours and provide personalised feedback and suggestions to improve their comprehension methods. Educators may enhance reading environments by using ICT methods that use AI and AR technology, which can accommodate to various learning styles and preferences, leading to improved reading comprehension and learning results. 2.8 GAPS IN LITERATURE There needs to be more published material on Information and Communication Technology (ICT) strategies that improve the literacy abilities of digital FET (Further Education and Training) learners; this highlights the need for additional research in this area. The use of digital tools in developing literacy skills among FET trainees has yet to be significantly examined, specifically in Africa, despite the substantial progress made in the Information and Communications Technology (ICT) field. A restricted comprehension of how ICT tools can improve the literacy skills of FET learners is one of the knowledge gaps in the current body of research. Studies that concentrate on using ICT tools such as electronic texts, online reading platforms, and reading applications have shown positive results in increasing reading skills among learners. However, there is a need to investigate and determine digital tools and techniques to improve literacy abilities among FET learners. This is necessary in light of the fact that these learners come from a wide variety of backgrounds and are motivated by a variety of factors. 23 Furthermore, Ramsook and Thomas (2019) stated that many researchers have concentrated on constructivism or connectivism, but there is a gap in the literature about how teachers apply a blend of the constructivist and connectivist ideas in their everyday teaching and learning activities. This research will look at the experiences of teachers who use constructivist and connectivist ideas in their lessons on a regular basis. As a result, the findings will influence future practice in teaching and learning at all levels of education and in this case, enhance the reading of digital FET learners in the 21st century. Further study is required to determine the most effective methods for integrating ICT technologies into the classroom to improve reading approaches of digital learners. This involves promoting learner-centered involvement and results. Although ICTs have several advantages, it is crucial to have a deeper understanding of their limits. This involves comprehending the use of ICTs for continuous learning. ICT technologies have the potential to improve literacy skills in FET learners, but more study is necessary to determine the most effective ways to deploy these tools and address their limitations. The present gap is an area of study that lacks comprehensive understanding is the extent to which information and communication technology (ICT) tools may enhance the literacy skills of Further Education and Training (FET) learners. 2.9 THEORETICAL FRAMEWORK This study of exploring ICT approaches to enhance reading of digital learners in the 21st centuries is underpinned by two theories: constructivism theory and connectivity theory. Learners immersed in digital media in the 21st century increasingly depend on technology to obtain and process information as an integral part of their everyday existence. As a result, instructors are looking for new and creative methods to improve literacy skills among their learners. In order to investigate how Information and Communication Technology (ICT) strategies can be utilised to facilitate reading among digital learners, this research uses constructivism theory and the connectivity theory. Constructivism proposes that learners construct their knowledge through involvement with their surroundings. In contrast, the connectivity emphasises the critical role that social networks play in improving learners' academic performance. This research seeks to provide essential insights and recommendations for instructors looking to improve reading abilities in the digital age by bringing these theories to using technology in reading. Both constructivism and connectivism are well-known learning theories that have gathered much attention in recent years within the field of education. The theory of constructivism emphasises that students should actively construct their comprehension by drawing on their experiences and the information they already possess (Cooper, 1993). Connectivism, on the other hand, emphasises the fact that learning occurs through the process of integrating information obtained from a variety of sources and networks. Reading instruction and comprehension have undergone a sea change due to the widespread adoption of ICT in today's schools. Both of these theories acknowledge technology's significant role in the educational process (Siemens, 2005). 24 This study aims to investigate how constructivism, connectivism, and ICT can work together to promote a more holistic comprehension of the reading process in educational environments. This article will provide instructors with tried and proper technology-based strategies that facilitate the development of critical reading skills in students. These strategies will be provided by acknowledging the theoretical conceptions of constructivism and connectivism and their influence on learning, reading to be specific. This also highlights the objective of the study which is to investigate how educators use ICT approaches to enhance readin