Effective Implementation of the Text-Based Approach in English Second Language Classrooms
Nomasomi Hilda Matiso
& Bulelwa Makena
Issue: Vol.3 No.10 October 2022 Article 6 pp.488-498
DOI: https://doi.org/10.38159/ehass.20223106 | Published online 21st October 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Effective implementation of the Text-based Approach in English Second Language (ESL) Classrooms is a grave component of the educational system. The main aim of this paper was to investigate the effective implementation of the Text-based Approach in grade 10 learners and to propose measures that could enhance its effective implementation. The study adopted an interpretive paradigm embedded in a qualitative approach. Semi-structured interviews were utilised to collect data from 12 conveniently selected participants. Content analysis was used to analyse data, which were categorised into themes. The findings of this paper revealed that factors that hinder the effective implementation of the Text-based Approach are inadequate knowledge of curriculum stipulations, language barrier, misunderstanding of the approach, and the disaggregation of the English language. The authors conclude that there is an urgent need for teachers to have upgraded and relevant language-learning methodologies, thereby recommending that the Department of Education should organise workshops for the teachers to familiarise them with the recent methods of language teaching and learning.
Keywords: Text-based Approach, Communicative competence, Language learning, Pedagogical content knowledge, Authentic texts
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Nomasomi Hilda Matiso is currently a lecturer at the Faculty of Educational Sciences, Walter Sisulu University, South Africa. She holds a Master’s degree in Contemporary English Studies from the same institution. Her research focuses on the implementation of the Text-based Approach, alongside Communicative Language Teaching in English First Additional Language/ English Second Language classrooms to achieve language competence.
Dr. Bulelwa Makena is currently a lecturer and a researcher at the Faculty of Education, Walter Sisulu University, South Africa. This researcher was grounded in research and academia by obtaining academic and professional qualifications from diverse institutions of higher learning: the University of Pretoria, the University of Stellenbosch and Walter Sisulu University. She is a PhD holder in Language Education. Her research focuses on strategies to enhance reading proficiency among the youth of our country, thereby instilling a reading culture. She has published articles in several local and international journals, local and international conference proceedings, as well as book chapters, all of these publications embedded in both qualitative and quantitative research methodologies.
Matiso N.H & Makena B. “Effective Implementation of the Text-Based Approach in English Second Language Classrooms,” E-Journal of Humanities, Arts and Social Sciences 3, no.10 (2022):488-498. https://doi.org/10.38159/ehass.20223106
© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
