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All Journal Studies in Learning and Teaching English Language Education Reviews
Mokoena, Mosebetsi
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Education Languange, Linguistic, Communication & Media Other

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Mitigating the COVID-19 Induced Learning Loss in Rural Primary Schools: How Do Teachers Prepare English FAL Learners for Self-Directed Learning in the ‘New Normal’? Mokoena, Mosebetsi
ELE Reviews: English Language Education Reviews Vol. 4 No. 1 (2024): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i1.8726

Abstract

In the post-pandemic era, the ongoing discourses are centered around finding innovative ways to sustain teaching and learning as well as reversing COVID-19-induced learning loss, especially in critical areas, such as reading in English First Additional Language (FAL). As a contribution to these discourses, the current study explored how teachers prepared rural English FAL learners for self-directed learning to mitigate COVID-19-induced learning loss and to sustain learning in the ‘new normal’. The study followed a qualitative approach and adopted phenomenology as a research design, while the Capability Approach was used for theoretical framing. Three teachers of English FAL in one primary school were conveniently selected to participate in the semi-structured focus-group interviews. A thematic analysis revealed that teachers prepared English FAL learners to use self-directed learning by apprising learners of their active role in learning English FAL, identifying learners’ weaknesses, strengthening the home-school connection, and encouraging collaboration and problem-solving. These findings imply that self-directed learning could be a useful strategy for mitigating COVID-19-induced learning loss and improving reading skills in rural primary schools.
School Enrichment Programmes to Bolster Self-Directed Language Learning Skills of Students' Limited English FAL Proficiency in Rural Mokoena, Mosebetsi
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i3.383

Abstract

Although English is the language of instruction in many South African schools, most learners are not native speakers of the language. As a result, attaining high levels of proficiency in English first additional language (English FAL) remains a problem for most learners in rural schools. Although many intervention strategies have been explored to address this challenge, research linking school enrichment programs, English proficiency, and self-directed learning in rural contexts remains limited. That is, little is known about how school enrichment programs could be used to bolster the self-directed learning skills of learners with limited English proficiency. Therefore, this qualitative study is guided by a transformative paradigm, the constructivist learning theory and participatory action research methodology to explore the use of school enrichment programs in bolstering learners’ self-directed language learning skills to improve proficiency in English FAL. For data generation, three teachers and nine learners of English FAL in one secondary school were conveniently selected to participate in the focus-group discussions and observations. A thematic analysis of data revealed that SEPs bolstered the self-directed language skills of learners by creating a space for remedial assistance in reading, providing a constructivist learning environment, and maintaining extrinsic motivation levels and supportive teacher-learner relationships.
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