Despite the challenges associated with the teaching of writing reported by the studies discussed above, and the fact that these teaching challenges have far-reaching implications on the development of writing among learners, very little research in South Africa has paid attention to the writing approaches and strategies used by EFAL teachers, especially at the Further Education and Training Phase (FET) to enhance learners' writing practices. Most studies (Akinyenye 2012; Julius 2013) focus Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught.
Objectives:The purpose of this study was to investigate writing approaches and teaching strategies used by teachers in teaching writing in selected EFAL FET classrooms in the Pinetown district.Method: A qualitative approach was adopted to observe five writing lessons across five schools using a video camera. Discourse analysis was used to analyse data.
Results:The findings indicate that teachers mostly used a process approach to writing, which is in line with their curriculum. The study also found that teachers generally used a question and answer method to teach writing, which entails teachers controlling the interactions in the classrooms through a nomination-response cycle. Analyses of lessons also suggest that teachers creatively employed code-switching to explain writing concepts better.
Conclusion:The study concludes that the effectiveness of any pedagogy depends on the teachers' knowledge and understanding of writing and approaches to writing. For effective development of learners' writing, the study recommends instruction methods that embrace collaborative writing activities in the learners' Zone of Proximal Development (ZPD) and the recognition of learners' home languages.
In an attempt to standardise Foundation Programmes for Oman higher education providers, the Oman Academic Standards for General Foundation Programmes stipulated that higher education providers should offer programmes that ensure androgogic effectiveness. In the light of that, this paper presents attempts by a University College in Oman to introduce project based learning through a 'Project' component offered at Foundation level. However, in establishing the androgogical learning theory it became necessary to consider the seemingly inflated false dichotomy between pedagogy and androgogy by way of highlighting learning theories that underpin project based learning. Furthermore, the paper shows how skills that are thought to be transferable from 'Project' to other components fall short due to 'Project' being a subject on its own rather than an approach which compromises the envisaged androgogic effectiveness. Nonetheless, benefits of 'Project' as a subject component are presented in the form of soft skills which are mainly the expected learning outcomes. Therefore, the paper proposes the implementation of project based learning in ensuring pedagogical relevance and androgogic effectiveness among higher education providers and further demonstrates the extent at which this is realised in the university college where the study was conducted followed by recommendations based on the findings of this study.
Institutions of higher learning carry a burden of inculcating a culture of academic ethical behaviour among students as part of their responsibility to produce citizens of high calibre. In fact, this burden is more expedient and pronounced because of aberrant behaviours such as cheating that can This paper therefore looks into the prevalent attitude towards cheating among students in a University College in Oman. The research is carried out qualitatively through video recording a testing session and through unstructured interviews in order to gather evidence of cheating and to establish reasons why students cheat. Most importantly, it seeks to address this attitude by advocating the role that English Language Teaching (ELT) plays in dealing with this problem. The main reason behind cheating, which seems to reflect the prevailing socio-cultural dimension, is highlighted and measures to address the attitude are put forward.
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