- Title
- Challenges experienced in reading and writing English first additional language by learners in rural grade 4 classes at Lusikisiki, in OR Thambo Coastal District
- Creator
- Nomalala, Lundi
- Description
- This study sought to explore the challenges experienced in reading and writing English First Additional Language by learners in rural Grade 4 classes at Lusikisiki, in O.R. Tambo Coastal District. There are common reading and writing challenges in English FAL learners in Grade 4 classes. The pragmatism paradigm was employed in this study. A mixed methods approach was used through quantitative and qualitative approaches. I used three research designs, that is, case study, explanatory research and descriptive research design since this study is a mixed method. I sampled 10 primary schools to participate in this research. These were purposively sampled as: 20 Grade 4 English FAL teachers (2 per school) to answer semi-structured interviews close-ended questionnaires, 100 Grade 4 learners (10 learners per school) were also randomly sampled to answer close-ended questionnaires. Classroom observations were used to observe the reading lessons; terms 3 and 4 written work of Grade 4 English FAL learners for data collection was examined. Collected data were analysed by means of Applied Thematic Analysis (ATA) where themes and categories emerged; the Statistical Package for Social Sciences (SPSS) was used where findings were presented in the form of frequency tables (cross-tabulations), histograms and pie charts. Findings from analysed data revealed major reading and writing challenges, such as spelling, punctuation, paragraphs, word recognition, pronunciation, sentence construction and comprehension. The study revealed that these challenges were caused by the following factors: no reading and writing clubs, English is not the mother tongue of learners, teachers rushing the syllabus, overcrowded classrooms, shortage of LTSM, parental involvement being minimal and transition from Foundation Phase to Intermediate Phase. Based on the findings, recommendations were made. These are the reduction of workload for teachers, libraries to be built in schools and communities and integration of teachers and parental support.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2023
- Date
- 2023-03
- Subject
- Teaching strategies
- Type
- Doctoral theses, text
- Identifier
- http://hdl.handle.net/11260/10888
- Identifier
- vital:75322
- Format
- computer, online resource, application/pdf, 1 online resource (259 leaves), pdf
- Publisher
- Walter Sisulu University, Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences, All Rights Reserved, Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Nomlala Lund-Thesis.pdf | 4 MB | Adobe Acrobat PDF | View Details |