Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
- Mpiti, Thandiswa Pretty, Makena, Bulelwa, Qoyi, Motsi
- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
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- Authors: Mpiti, Thandiswa Pretty , Makena, Bulelwa , Qoyi, Motsi
- Date: 2023
- Subjects: Augmented reality , Place-based approach , Storytelling , Foundation phase , Rural phase school , Literacy teaching
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14191 , vital:79152 , DOI: https://doi.org/10.46303/ressat.2023.24
- Description: Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
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Computer Applications Technology Teaching: A Case of Supporting Secondary School Curriculum Imperatives
- Makena, Bulelwa, Yengwayo, Zameka Primrose
- Authors: Makena, Bulelwa , Yengwayo, Zameka Primrose
- Date: 2023
- Subjects: Computer skills , Digital tools , Computer , Online applications , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14216 , vital:79155 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8028
- Description: The purpose of this study was to determine whether Computer Applications Technology secondary school teachers receive necessary support. Qualitative approach was chosen because it incites the most important meaning from participants and best suited for small samples. As case study embedded this investigation. A case study was used for this qualitative paper with an aim to investigate whether Computer Applications Technology teaching was supported to enhance secondary school curriculum imperatives. Three participants were selected purposively from a rurally located Eastern Cape Education District. To collect data, semi-structured interviews were used. Data were analysed thematically. Findings indicated that teachers do not receive necessary support on technology use, this caused by insufficient school funds to render trainings towards upskilling human resource for expected content knowledge. The paper recommends that school authorities need to support teachers and learners as CAT is one of the vital subjects underpinning school curriculum. In conclusion, school authorities is obliged to render support towards developed computer literacy skills.
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- Authors: Makena, Bulelwa , Yengwayo, Zameka Primrose
- Date: 2023
- Subjects: Computer skills , Digital tools , Computer , Online applications , Technology
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14216 , vital:79155 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8028
- Description: The purpose of this study was to determine whether Computer Applications Technology secondary school teachers receive necessary support. Qualitative approach was chosen because it incites the most important meaning from participants and best suited for small samples. As case study embedded this investigation. A case study was used for this qualitative paper with an aim to investigate whether Computer Applications Technology teaching was supported to enhance secondary school curriculum imperatives. Three participants were selected purposively from a rurally located Eastern Cape Education District. To collect data, semi-structured interviews were used. Data were analysed thematically. Findings indicated that teachers do not receive necessary support on technology use, this caused by insufficient school funds to render trainings towards upskilling human resource for expected content knowledge. The paper recommends that school authorities need to support teachers and learners as CAT is one of the vital subjects underpinning school curriculum. In conclusion, school authorities is obliged to render support towards developed computer literacy skills.
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Instilling an Investigative Culture in Language Learning
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Skills , Investigative culture , Language , Learning , Proficiency
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14208 , vital:79158 , DOI: https://doi.org/10.5430/wjel.v13n7p408
- Description: To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based onevidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachersas initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assistedto have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retentionwere themajor findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established criticalthinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.Keywords: skills, investigative culture, language, learning, proficiency.
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- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Skills , Investigative culture , Language , Learning , Proficiency
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14208 , vital:79158 , DOI: https://doi.org/10.5430/wjel.v13n7p408
- Description: To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based onevidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachersas initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assistedto have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retentionwere themajor findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established criticalthinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.Keywords: skills, investigative culture, language, learning, proficiency.
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Policy Imperatives: A Case of Gender Non-Conforming Learners
- Makena, Bulelwa, Feni, Lungisani Viwe
- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
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- Authors: Makena, Bulelwa , Feni, Lungisani Viwe
- Date: 2023
- Subjects: Policy , Gender , Non-conforming , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14217 , vital:79156 , DOI: https://doi.org/10.38159/ehass.2023485
- Description: As the Bill of Rights prescribed by the South African Constitution stipulates, all people, irrespective of gender, race and religion, have a right to equal opportunities. This is articulated by the Gender Schema Theory as it stipulates that some cohorts of learners are aligned to socially accepted behaviours while other gender aschematic learners perform parallel to socially recognized behaviours. Therefore, all learners are entitled to equal treatment and they have a right to education, especially because South Africa is a country renowned for its rainbow-nation characteristic, allowing it to accommodate diverse citizens. It is for this reason that this paper investigated whether school policy logistics have an impact on gender non-conforming learners in one rural Senior Secondary in the Eastern Cape province of South Africa. Two teachers were purposefully sampled as participants for this qualitative case study research. To collect data, semi-structured interviews were administered. Using thematic analyses led to the formation of themes which were used to discuss findings. The study found that (i) there are dynamics in policy formulation and also that (ii) there is a violation of school policies. This subjects them to social exclusion and social control that marginalises gender minorities. The study recommends that gender specific school policies be redefined to promote gender neutral and inclusive schools, thus creating societies where everyone is welcome and protected as suggested by the Constitution of the Republic of South Africa.
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Preparing Student Teachers Through Physical Education Teaching and Learning: A Study in One Rurak University of the Eastern Province
- Mpahla, Elliot Ntando, Makena, Bulelwa
- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
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- Authors: Mpahla, Elliot Ntando , Makena, Bulelwa
- Date: 2023
- Subjects: Physical Education , Student teachers , Faculty of Education , Eastern Cape Province
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14255 , vital:79166 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30092023/8027
- Description: The findings from this study indicated that the programmes of student teacher education are not implemented in totality as there is no module for Physical Education (PE) in the programmes of study in the Faculty of Education. This study aimed at investigating the preparation of student teachers through PE teaching and learning in one rural university of the Eastern Cape Province. PE teaching and learning for student teachers at a higher education institution means preparing futureteachers in totality to acquire vibrant and active public schools. This study used a qualitative research methodology where data was collected from fifteen (15) participants composing of five (05) B Ed Foundation Phase Teaching student teachers, five (05) Postgraduate (PGCE) student teachers and five (05) lecturers from the Faculty of Education. Semi structured interviews were used as instruments of data collection. Participants for the study were selected through purposive sampling because of their defining characteristics about the knowledge of the problem under study. The study concludes that it is awkward to train and develop student teachers for public schools without the knowledge of PE teaching and learning. There is a recommendation to infuse training of student teachers in PE, henceforth, as novice teachers get employment at schools, they are allocated among other duties, extra mural activities such sport.
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Rural Support Experience of Student-Teachers in South Africa: The Need for Supportive Infrastructure and Language Teaching
- Omodan, Isaiah Bunni, Makena, Bulelwa
- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
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- Authors: Omodan, Isaiah Bunni , Makena, Bulelwa
- Date: 2023
- Subjects: Rurality , Rural support expirience , Student teachers , ABCD , Transformation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14272 , vital:79165 , DOI: https://doi.org/10.5430/wjel.v13n2p224
- Description: Rural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners…
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Social Network Writing Trajectory Logistics: Impact on Language Proficieny
- Makena, Bulelwa, Mpiti, Thandiswa, Qoyi, Motsi
- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
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- Authors: Makena, Bulelwa , Mpiti, Thandiswa , Qoyi, Motsi
- Date: 2023
- Subjects: Social networks , Writing trajectories , Spelling , Text-analysis , Langauge enhancement
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14244 , vital:79167 , DOI: https://ijci.net/index.php/IJCI/article/view/1320
- Description: Language enhancement is a prerequisite for successful schooling and an essential aspect across curricular. All subjects underpinning the curriculum have texts to be comprehended. Consequently, the emergence of social network writing trajectories has brought about trending logistics of using shorthand and informal language for communication by users. What raises some alarm bells is that as learners fall within the cohort of users mentioned above, their language proficiency, specifically vocabulary and spelling, decreases. This concern probed us to investigate whether social network writing trajectory logistics have any significant impact on language proficiency. For this investigation, a qualitative research approach embedded in a case study design was administered. Using this approach led to better understanding of the underlying motives as perceived by English language teachers in relation to effects on language development. Three university teachers offering tuition to first year entering students were conveniently nominated and interviewed as they timeously reported about lack of academic writing…
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Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Makena, Bulelwa, Mpahla, Elliot Ntando
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
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Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
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Factors causing the decline in English proficiency among learners based on a perception of teachers in the junior secondary schools of the Qumbu Education District
- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
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- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
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