English First Additional Language: Teachers' Written Feedback Practices in Multi-Grade Classrooms in Rural South African Primary Schools

Autor/in	Taole, Matshidiso Joyce
Titel	English First Additional Language: Teachers' Written Feedback Practices in Multi-Grade Classrooms in Rural South African Primary Schools
Quelle	In: South African Journal of Education, 42 (2022) 4, Artikel 2145 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Taole, Matshidiso Joyce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Rural Schools; Multigraded Classes; Language Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Developing Nations; Phenomenology; Feedback (Response); Learning Processes; Teaching Methods; Written Language; Elementary School Teachers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mehrstufenklasse; Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Developing country; Developing countries; Entwicklungsland; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Geschriebene Sprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners' writing activities in English First Additional Language. Written feedback is widely believed to be central to learners' learning and achievement. Feedback is assumed to change learners' thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semistructured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners' learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners' learning in multi-grade classrooms. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01