Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa
Learners often encounter impediments that hamper their ability to proficiently speak English. This study sought to research and determine the obstacles that impede the speaking of English in literacy classrooms. In particular, the study addressed the following research objectives: (i) to identify th...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2024
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| Online Access: | http://journalarticle.ukm.my/24308/ http://journalarticle.ukm.my/24308/1/222_235%20732442552901PB.pdf |
| _version_ | 1848816065504608256 |
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| author | Kleinbooi, Cingile Moffat, Betina Linake, Manthekeleng Agnes |
| author_facet | Kleinbooi, Cingile Moffat, Betina Linake, Manthekeleng Agnes |
| author_sort | Kleinbooi, Cingile |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Learners often encounter impediments that hamper their ability to proficiently speak English. This study sought to research and determine the obstacles that impede the speaking of English in literacy classrooms. In particular, the study addressed the following research objectives: (i) to identify the language of teaching and learning that is primarily used in English First Additional Language (EFAL) literacy classrooms, and (ii) to examine why rural primary schools lack English speaking practices. Semi-structured interviews were used to collect primary data from two Subject Education Specialists, four Grade 4 EFAL teachers, and two Heads of Department from selected primary schools. Data was analysed using inductive thematic analysis. Interaction theory informed the study, as this theory emphasises the relevance of inputs and modified interaction(s) with respect to learning a second language. Multifaceted challenges impede the speaking of English in literacy classrooms, and these include lack of confidence, limited vocabulary, and limited opportunities to practice speaking. Teachers should minimise using code-switching teaching strategy in Grade 4 EFAL literacy classrooms, as this practice can further delay learners’ understanding of course content and hinder their proficiency in English. Rather, alternative techniques have to be developed and employed to improve speaking of English in the classroom. |
| first_indexed | 2025-11-15T00:59:57Z |
| format | Article |
| id | oai:generic.eprints.org:24308 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:59:57Z |
| publishDate | 2024 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:243082024-10-17T08:08:16Z http://journalarticle.ukm.my/24308/ Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa Kleinbooi, Cingile Moffat, Betina Linake, Manthekeleng Agnes Learners often encounter impediments that hamper their ability to proficiently speak English. This study sought to research and determine the obstacles that impede the speaking of English in literacy classrooms. In particular, the study addressed the following research objectives: (i) to identify the language of teaching and learning that is primarily used in English First Additional Language (EFAL) literacy classrooms, and (ii) to examine why rural primary schools lack English speaking practices. Semi-structured interviews were used to collect primary data from two Subject Education Specialists, four Grade 4 EFAL teachers, and two Heads of Department from selected primary schools. Data was analysed using inductive thematic analysis. Interaction theory informed the study, as this theory emphasises the relevance of inputs and modified interaction(s) with respect to learning a second language. Multifaceted challenges impede the speaking of English in literacy classrooms, and these include lack of confidence, limited vocabulary, and limited opportunities to practice speaking. Teachers should minimise using code-switching teaching strategy in Grade 4 EFAL literacy classrooms, as this practice can further delay learners’ understanding of course content and hinder their proficiency in English. Rather, alternative techniques have to be developed and employed to improve speaking of English in the classroom. Penerbit Universiti Kebangsaan Malaysia 2024-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/24308/1/222_235%20732442552901PB.pdf Kleinbooi, Cingile and Moffat, Betina and Linake, Manthekeleng Agnes (2024) Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa. e-Bangi Journal of Social Sciences and Humanities, 21 (3). pp. 222-235. ISSN 1823-884x http://ejournal.ukm.my/ebangi/index |
| spellingShingle | Kleinbooi, Cingile Moffat, Betina Linake, Manthekeleng Agnes Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title | Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title_full | Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title_fullStr | Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title_full_unstemmed | Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title_short | Examining obstacles that impede the speaking of English in literacy classrooms: a case of two primary schools in the Eastern Cape Province, South Africa |
| title_sort | examining obstacles that impede the speaking of english in literacy classrooms: a case of two primary schools in the eastern cape province, south africa |
| url | http://journalarticle.ukm.my/24308/ http://journalarticle.ukm.my/24308/ http://journalarticle.ukm.my/24308/1/222_235%20732442552901PB.pdf |