Integrating Open Educational Resource to Support Transformative Approach in English as a Foreign Language in Africa


  • Saman Gougou Alassane Ouattara University of Bouaké, Cabo Verde
  • Mahona Joseph Paschal St. Augustine University of Tanzania, Tanzania



Pedagogical Transformation, EFL, Open Educational Resources, Communicative Approach, Blended Learning


The purpose of the study was for EFL stakeholders, teachers, and educators to be able to overcome their teaching challenges in various contexts for a transformative teaching approach. This study used a qualitative approach and a case study design to investigate the experiences of English language teachers in Cote d'Ivoire, Tanzania, and during the Africa ELTA webinar. Through a constructivist perspective, this study used interviews and observation in schools, then some online data from webinar pulses in African contexts to evaluate the teacher’s challenges to integrate Open Educational Resource (OER) in their EFL teaching . Findings revealed that  OER are relatively used and perceived as benefits in EFL for teachers, educators, and learners. The study recommended that Integrating Open Educational Resource to Support Transformative Approach in EFL requires prompting best practices to implement a blended learning plan for an effective student-centered approach, flexible technology integration and transformative professional development.


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How to Cite

Gougou, S., & Paschal, M. J. (2023). Integrating Open Educational Resource to Support Transformative Approach in English as a Foreign Language in Africa. Canadian Journal of Language and Literature Studies, 3(3), 26–44.