ICT and the Development of Speaking Skills: A COVID-19 Case Study in Mozambican Secondary Schools

Abstract

This article examines the evolution of English teaching practices in Mozambique, focusing on the impact of technology before and after the COVID-19 pandemic. It investigates the extent to which teaching approaches, resources, and especially, methodologies, have remained consistent or have otherwise shifted in response to the pandemic-induced unavoidable reliance on technology for education delivery. Drawing on data gathered from secondary English teachers and their students in Maxixe, triangulated with information obtained from classroom observation, the study explores the current pedagogical strategies in the English as a Foreign Language (EFL) classroom and the potential changes derived from COVID-19. Through an examination of the post-pandemic context, this research sheds light on the adaptations made within Mozambique's English teaching landscape, offering insights into the evolving role of technology in language education and its implications for future teaching practices.