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Niyibizi, Epimaque; Sibomana, Emmanuel; Perumal, Juliet – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Writing is among the most important skills, and globally it has received more emphasis in literature on language teaching than reading, speaking and listening. However, a paucity of studies is observed in sub-Saharan Africa, particularly in contexts where English is being taught as an additional or foreign language, as is the case in…
Descriptors: Foreign Countries, Distance Education, Writing Instruction, High School Teachers
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Songxaba, Sister L.; Sincuba, Limkani – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: The Eastern Cape province in South Africa is a multilingual province where isiXhosa is the most widely spoken indigenous language. Learners seldom use English at home, and it remains, largely, the language of learning and teaching used at school. With the advent of dynamic technology, learners are widely exposed to social media, and…
Descriptors: Foreign Countries, Social Media, English (Second Language), Second Language Learning
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Olifant, Tilla; Cekiso, Madoda; Rautenbach, Eunice – Reading & Writing: Journal of the Reading Association of South Africa, 2019
Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic…
Descriptors: Teacher Attitudes, English Teachers, Grade 8, Grade 9