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p-Index From 2021 - 2026
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All Journal International Journal of Language Teaching and Education
Motlhaka, Hlaviso
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

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The Efficacy of Teaching Methods that Grade 10 English First Additional Language Teachers Use, and the Challenges to Teach Poetry Motlhaka, Hlaviso; Sekete, Kgaugelo
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.45495

Abstract

Teaching poetry presents significant challenges for many teachers, often leaving learners struggling to grasp its complexities. In some schools, poetry is even phased out due to poor learner performance. This study investigated the effectiveness of methods used by Grade 10 English First Additional Language teachers to teach poetry. A qualitative approach was adopted, with a case study design. Two teachers were purposefully sampled, and data was collected through lesson observations and semi-structured interviews. Observation data was analysed using content analysis, while interview data was examined through thematic analysis.The findings reveal several challenges: learners’ lack of interest in poetry, difficulties in explaining figurative language, fear of misinterpretation, limited English vocabulary, inadequate access to diverse poetry texts, overcrowded classrooms, time constraints, and insufficient teacher training and confidence. Teachers mainly used read-aloud and recitation methods to model pronunciation, rhythm, and intonation. These approaches gave learners opportunities to practice speaking English fluently but limited their engagement. Consequently, learner participation remained low, with few opportunities for critical thinking, personal interpretation, or emotional connection. Learners perceived poetry as abstract, irrelevant, and boring, which further reduced their willingness to participate. The study recommends adopting interactive and learner-centred strategies to address these challenges. These include discussion-based learning, dramatization, role-playing, group work, peer teaching, and question-and-answer techniques. Furthermore, integrating ICT tools—such as YouTube performances, recorded recitals, and animated poetry—can enhance learner engagement, comprehension, and confidence. By diversifying teaching approaches, teachers can foster creativity, encourage multiple interpretations, and make poetry more meaningful and accessible to learners.
Bridging the Gap between Cross-Cultural Communication Differences: Politeness and Greetings Motlhaka, Hlaviso
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.47947

Abstract

Greetings are important for the establishment and maintenance of interpersonal relationships, as they are embedded in politeness. In Africa, greetings are regarded as a personal responsibility to establish and sustain interpersonal relations. In China, people express their ideas implicitly, while Westerners are explicit in expressing their ideas. The analysis shows that greeting through politeness expresses concern for one another as well as respect towards each other. This suggests that people should be aware that greeting a person has the pragmatic value of a given culture to enable successful intercultural communication underpinned by the politeness principle. Thus, politeness through greetings could help people make appropriate adjustments to their communicative language and habits. The study recommends developing cultural awareness and sensitivity, observing and adapting to local customs using neutral, universal strategies (smiling, respectful body language), and showing openness to learning and emphasising empathy and flexibility in communication across cultures.
Pedagogical Scaffolding and Cohesive Writing in English First Additional Language Classroom: The Qualitative Case Study of Grade 9 Teaching Practices in Rural Secondary School Motlhaka, Hlaviso; Sebone, Mamoshaba
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56399

Abstract

This study examined the pedagogical practices employed in teaching essay writing to Grade 9 English First Additional Language (EFAL) learners in a rural Limpopo school, analysing the relationship between these practices and learners' use of cohesive devices in written composition. Drawing on non-participant observations of six one-hour lessons, semi-structured interviews with two EFAL teachers, and systematic document analysis of 10 learner essays using a cohesive devices analytical framework, the study investigated how instructional approaches shape learners' capacity to produce coherent, cohesive texts. The findings indicate that both observed teachers predominantly employed teacher-centred, product-oriented approaches that emphasised grammatical accuracy and structural replication over the recursive processes of planning, drafting, and revising. Analysis of learner essays revealed limited use of cohesive devices, with deficits in conjunctive adverbs, lexical cohesion through synonymy, and referential clarity. The study establishes empirical connections between specific instructional practices particularly the absence of explicit modelling of cohesive ties, insufficient formative feedback on discourse-level organisation, and decontextualised grammar instruction, and the cohesive deficits evident in learner writing. Therefore, this study concludes with recommendations for targeted professional development in discourse-oriented writing pedagogy and the establishment of professional learning communities focused on cohesive writing instruction.
Co-Authors Sebone, Mamoshaba Sekete, Kgaugelo