<![CDATA[In this study, the researcher investigated how limited language exposure affects oral fluency and, ultimately, learners’ participation in English First Additional Language (EFAL) classrooms. The study was grounded in Stephen Krashen’s (1985) input hypothesis, which emphasizes the importance of language exposure for improving oral fluency. Data were collected qualitatively through focus group interviews, semi-structured interviews, and non-participant observation with the eight Grade 10 EFAL learners and two EFAL teachers at a selected school in the Sekgosese East Circuit, Mopani East District, Limpopo Province, South Africa. The study found that, in the context where the school is situated, learners have limited language exposure due to the dominance of Sepedi outside the classroom and little exposure to English. The study further found that the school is under-resourced and, as a result, there are few materials to support fluency development. Observed learner disengagement was found to result from learners’ poor articulation. The researcher concluded that ICT should be properly integrated into EFAL sessions to expose learners to meaningful content, effectively inculcate fluency, and spark participation, and that teachers should shift from teacher-centered to learner-centered teaching methods.]]>
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