Main Article Content
Abstract
This study sought establish the availability and the use of Information and Communication Technologies (ICTs) in schools. The purpose of this study was to establish which Information and Communication Technology (ICT) tools were available for use by teachers in the teaching and learning of English as a second language (ESL). The study adopted an interpretive research paradigm where a qualitative research approach and a multiple-case study design was used. The study was conducted in three purposively selected Eswatini primary schools. Teachers and learners were purposively sampled. Open ended questionnaires were used to collect data from teachers, classroom observation and focus group discussions were used to collect data from learners. Thematic analysis was used to analyse data collected from the research participants. The findings of the study revealed that teachers do use ICT tools to search for information in preparation for lessons. The main conclusions of the study were that ICT tools are available but are inadequate and inaccessible to teachers and learners most of the times. It was recommended that more ICT infrastructures should be put in place for more practice and utilization during English lessons and that English teachers should be encouraged to use ICT tools in teaching learners.