Independent Journal of Teaching and Learning (IJTL), 2023
Classroom libraries have an important function in the development of reading abilities for Englis... more Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners' reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semistructured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers' lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books.
Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on s... more Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer’s experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students...
Teachers’ perceptions of integrating technology in rural primary schools play a substantial role ... more Teachers’ perceptions of integrating technology in rural primary schools play a substantial role in the Intermediate Phase (grades 4 to 6) in enhancing the teaching of English first additional language (EFAL). However, in a country such as South Africa, teachers experience barriers such as time constraints, load shedding, a lack of facilities, a lack of digital skills and an internet connection which challenges the incorporation of technology in language lessons in this posthumanism era. This study explored teachers’ perceptions of integrating technology in EFAL classes in rural primary schools in Limpopo, South Africa. There are several studies on how teachers feel about using technology in secondary schools and higher education, but only a few have concentrated on rural primary schools specifically the Intermediate Phase. Therefore, this area deserves further investigation to add to empirical data. An interpretivist paradigm guided this study informed by the technology acceptance ...
Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]
The teaching of English to non-English speakers in historically disadvantaged areas of South Afri... more The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of th...
Independent Journal of Teaching and Learning (IJTL), 2023
Classroom libraries have an important function in the development of reading abilities for Englis... more Classroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners' reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semistructured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers' lack of knowledge on organising the classroom library books and a lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books.
Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on s... more Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer’s experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students...
Teachers’ perceptions of integrating technology in rural primary schools play a substantial role ... more Teachers’ perceptions of integrating technology in rural primary schools play a substantial role in the Intermediate Phase (grades 4 to 6) in enhancing the teaching of English first additional language (EFAL). However, in a country such as South Africa, teachers experience barriers such as time constraints, load shedding, a lack of facilities, a lack of digital skills and an internet connection which challenges the incorporation of technology in language lessons in this posthumanism era. This study explored teachers’ perceptions of integrating technology in EFAL classes in rural primary schools in Limpopo, South Africa. There are several studies on how teachers feel about using technology in secondary schools and higher education, but only a few have concentrated on rural primary schools specifically the Intermediate Phase. Therefore, this area deserves further investigation to add to empirical data. An interpretivist paradigm guided this study informed by the technology acceptance ...
Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]
The teaching of English to non-English speakers in historically disadvantaged areas of South Afri... more The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of th...
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