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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching PEDAGOGIK : JURNAL PENDIDIKAN Research in Social Sciences and Technology
Makena, Bulelwa
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition Makena, Bulelwa; Feni, Viwe Lungisani
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.36

Abstract

To unlock language proficiency among learners, speaking is regarded to be an essential and crucial aspect to master, not only for learning purposes but for recognized communication dynamics. Language learning has numerous critical aspects. To be lacking in speaking proficiencies has been noted to impart negatively toward language learning. This paper explores whether oral presentations can be regarded as a vital tool to unlock learner language development. To collect data, qualitative research approaches embedded in a case study design were used. These are methods well known to assist in attaining better understanding in real-life situations. Three English language teachers were perceived relevant since they teach English to first-year university students. Although studies have been conducted on advantages of using oral tasks in a schooling environment, little to nothing is mentioned in the literature about how such tasks can be viable instruments to augment critical thinking and problem-solving skills. Findings suggest that motivated learning and enhanced communication skills were major factors that could lead to enhanced language aptitudes. This paper concludes that for teaching and learning to incorporate oral tasks brings numerous benefits for language learning as well as other subjects underpinning the prescribed curriculum. It is proposed that it is necessary to consider diverse perspectives in discussions related to teaching methods as oral activities are prominent tools for language expansion.
The Impact of ICT Adoption in Enhancing Teaching and Learning in Primary Schools of Amathole East District, Eastern Cape Mapisa, Bafundi Zealous; Makena, Bulelwa
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.12

Abstract

This study examines how information and communication technology (ICT) impacts the schooling environment within the primary sector in South Africa's Eastern Cape Province's Amathole East District. ICT adoption in education can fully modify the ways that instruction and learning are given to students, but it also comes with obstacles, especially in the rural primary schools in the Amathole East District. This research intends to shed light on the current ICT status adoption of Amathole East District's primary schools. Three primary schools were chosen, and three research participants from each school were chosen using the purposive sample technique. Data were gathered through focus groups and in-person interviews. The acquired data were analyzed and presented using a thematic approach. It was revealed as the findings that while teachers were willing to embrace ICTs into teaching and learning and had a good attitude toward technology adoption, they needed the necessary ICT competencies. Furthermore, several challenges and barriers were identified, and these included inadequate ICT infrastructure, a shortage of teacher training in technology integration and a lack of access to ICT tools. The study concludes that teacher training programs be expanded, invest in infrastructure development, and develop a comprehensive ICT policy framework. Taking the research's findings into account, the research offers practical recommendations in enhancing ICT adoption, investing in infrastructure development, expanding teacher development opportunities, to formulating a comprehensive ICT strategy framework so that schools are ready to run virtually in the event of another pandemic related to COVID-19.
IMPACT ON THE IMPLEMENTATION OF MOTHER-TONGUE IN A MULTILINGUAL CLASSROOM Makena, Bulelwa; Mnyazi-Cweba, Vuyokazi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i2.9066

Abstract

Mother-tongue instruction in multilingual settings significantly impacts teaching and learning. This paper aims to investigate the role of teachers in implementing mother-tongue instruction in multilingual classrooms. A qualitative approach was employed for this inquiry, utilizing semi-structured interviews as the primary data collection tool. These interviews featured open-ended questions, allowing participants to respond in detail until data saturation was achieved. Participants were purposively selected and included teachers who provided instruction in the mother tongue, as mandated by policy for Foundation Phase teaching in multilingual education (MLE) settings. The study was conducted in schools within the Eastern Cape Province of South Africa. The findings reveal challenges faced by teachers in implementing and improving mother-tongue instructional materials. Due to a lack of teaching and learning resources, the study concludes that there is a need for libraries in schools. Additionally, the study recommends a thorough examination of innovative teaching strategies.
ENHANCING ENGLISH LANGUAGE COMPETENCE IN SCHOLARLY WRITING SKILLS: THE IMPACT OF RESEARCH WRITING RETREATS ON EMERGING RESEARCHERS IN HIGHER EDUCATION Makena, Bulelwa; Mpiti, Thandiswa
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 1 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i1.8387

Abstract

This study outlines the challenges faced by students that lead to system stagnation when they encounter difficulties in completing their research reports within the expected timeframe. Inadequate English language competence is a major factor likely to hinder the progress and success of most authors referred to as 'emerging researchers.' Therefore, this research aims to understand the pedagogical impact of research writing on enhancing scholarly writing skills and improving English language proficiency for emerging authors. This study employs a qualitative research approach with a case study design. This approach aims to understand real-life circumstances involving the subjects under investigation. Semi-structured interviews were used to collect data. The data were analyzed using Miles and Huberman's data analysis techniques, which include data reduction, data display, and verification. The research results show that the pedagogical impact of research writing in improving scientific writing skills and improving English language skills is increasing pedagogical skills in English academic writing and increasing the level of publication of research results.
Co-Authors Feni, Viwe Lungisani Mapisa, Bafundi Zealous Mnyazi-Cweba, Vuyokazi Mpiti, Thandiswa