The use of formative assessment to teach writing skills to English First Additional Language learners

dc.contributor.advisorGraham, Marien Alet
dc.contributor.coadvisorCombrinck, Celeste
dc.contributor.emailntosh.jacobs@gmail.comen_ZA
dc.contributor.postgraduateJacobs, Ntombekhaya Louisa
dc.date.accessioned2022-01-31T09:02:31Z
dc.date.available2022-01-31T09:02:31Z
dc.date.created2022-04
dc.date.issued2021
dc.descriptionDissertation (MEd)--University of Pretoria, 2021.en_ZA
dc.description.abstractMany South African parents prefer English as the language of instruction and associate it with greater socio-economic success for their children. Constructive writing may be experienced as challenging for learners whose home language is not English. Studies have highlighted poor reading skills in South Africa, and reading and writing are overlapping constructs. I aimed to explore how teachers use formative assessment in teaching writing skills to English First Additional Language Grade 4-6 learners. I applied Walqui’s (2006) model of scaffolding which is based on Vygotsky’s Sociocultural Theory. The theory combines the interactive and collaborative nature of learning support. I applied a qualitative research approach, using a phenomenological strategy. Nine teachers from three Setswana home language primary schools were purposively sampled, three English teachers from each school were selected. I used semi-structured interviews, classroom observations and document analyses to collect data over six weeks and analysed it using qualitative content analysis. The main findings revealed that teachers were unable to use formative assessment effectively in their teaching of writing due to factors such as learners’ poor proficiency in English, lack of parental support, overcrowded classrooms, limited time, an inadequate supply of teaching and learning resources, and a lack of intervention strategies for progressed learners. Though these findings cannot be generalised to a greater population because of sample size, various strategies for teaching writing were revealed, which can be useful for teachers. The dissertation is concluded by giving some suggestions for future research. Key Terms: Assessment; Formative assessment; Teaching and learning; Writing skills; First Additional Language; English First Additional Language; Language of Learning and Teaching.en_ZA
dc.description.availabilityUnrestricteden_ZA
dc.description.degreeMEden_ZA
dc.description.departmentScience, Mathematics and Technology Educationen_ZA
dc.identifier.citation*en_ZA
dc.identifier.otherA2022en_ZA
dc.identifier.urihttp://hdl.handle.net/2263/83523
dc.language.isoenen_ZA
dc.publisherUniversity of Pretoria
dc.rights© 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTDen_ZA
dc.subjectAssessment Formative assessment Teaching and learning Writing skills English First Additional Languageen_ZA
dc.titleThe use of formative assessment to teach writing skills to English First Additional Language learnersen_ZA
dc.typeDissertationen_ZA

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