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This study aims at finding the impact of information and communication technology (ICT) as an intervention tool for progressed learners in teaching and learning of English first additional language (FAL) comprehension in the intermediate phase. With learner progression proving a challenge facing the South African education system, the aim of this qualitative descriptive study was to investigate the extent to which first additional language educators employ ICT as an intervention tool to assist learners who are progressed. Data collection strategies used in this study were semi-structured interviews and documentation such as lesson plans, progression tracking tools and support policies used at selected schools. The study population was eight intermediate phase English FAL educators from two Tembisa schools. Tembisa is a township north of Kempton Park on the East Rand, in Gauteng, South Africa. In selecting these participants, purposive sampling techniques were used. Data was analysed using ATLAS.ti and presented in a descriptive and graphical way. There is limited research in South Africa on the impact of ICT for progressed learners or a progression policy, as this policy is a relatively new phenomenon. The findings from this study indicated that the use of ICT in a classroom to support progressed learners yields positive results. The findings further indicated that ICT has a potential to reduce failure rates that ultimately minimises the number of learners who need to be progressed without meeting promotional requirements.

The introduction of progression policy, which prohibits the repetition of a grade to more than once within each of the four phases of Basic Education, was enforced in South Africa in the Further Education and Training phase in 2013, but appropriate strategies which could be applied to support progressed learners are not addressed. This research was qualitative by nature and approached according to the interpretative paradigm. It was a comparative case study, which investigated strategies to support Grade 12 progressed Mathematics learners using Information Communication Technologies in comparison with other strategies that do not apply ICT instructional technologies. Data collection strategies were semi-structured interviews, questionnaires and support policies. The study population was sixteen FET Mathematics educators from five schools in Ekurhuleni North district. The findings indicated that connectivism, when incorporated into teaching and learning, becomes an effective support tool for progressed learners. ICTs within networks makes teaching and learning more learner centred, improves participation, learner attainment and pass rate. Learners are able to learn at their own pace, in their most convenient set-up and they manage what they learn, how they learn, with whom they learn and what information they require. The study found that there are greater benefits of using ICT instructional technologies in a connectivist classroom to support progressed learners, but that traditional support strategies cannot be ruled out due to the socio-economic challenges schools under research experienced. The findings further indicated that there is a dire need of a comprehensive support policies, strategies and guidelines to support progressed and low-ability learners in Mathematics both digitally and non-digitally. [ABSTRACT FROM AUTHOR]