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This study had the following aims: (1) to investigate the feedback and teaching practices of L2 writing at the University of Bahrain through classroom observations; (2) to investigate the effectiveness of two types of written corrective feedback (a. direct corrective feedback in the form of corrections of errors next to or above the original errors and b. indirect corrective feedback in the form of error underlining) through a 12 week quasi-experimental study that involved 46 Bahraini media students assigned to one of three groups (experimental group A receiving direct corrective feedback, experimental group B receiving error underlining and the control group C receiving no corrections but rather simple and summative comments on performance) and evaluated through pre-, post- and delayed post-tests; (3) to investigate teachers’ and students’ beliefs about feedback through interviews and questionnaires. The following are the most important findings. (1) Classroom observations showed that there were several problems in the teaching of L2 writing and feedback methods at the University of Bahrain. (2) The quasi-experimental study showed that even though the students improved in the course of the experiment, neither type of corrective feedback had a significant effect on their accuracy, grammatical complexity or lexical complexity in writing, and that there was no difference in the effectiveness between the first type of feedback compared to the second. (3) Interviews and questionnaires showed that the students preferred direct corrective to indirect corrective feedback (i.e. they preferred it when their errors were corrected by providing the corrections on their scripts to underlining) and that the teachers and the students valued feedback and believed it was beneficial. Interviews and questionnaires also showed that even though the teachers used a variety of feedback methods, they did not follow up students after the first draft was produced. In the light of the findings, some recommendations are made in the final chapter of the thesis.

This thesis reports on research into ways of evaluating the effectiveness of strategies to improve adults' reading skills. It explores what counts as an improvement in reading skills for adults; examines practical and ethical issues in measuring improvements in reading skills; considers Kruidenier's (2002) categorisation of reading into components (alphabetic, vocabulary, fluency and comprehension); evaluates how far individual differences impact on an adult reader's capability to improve; identifies features of good support for adults' reading skills; and recommends changes in policy and practice. The research paradigm is eclectic, exploring approaches for an interventionalist practitioner-researcher. In the tradition of action research, the study seeks to bring about positive change on an individual level for each learner, improvements in practice at a pedagogical level for teachers and, at a policy level, recommendations for more effective teaching and learning. The research is framed as a multiple case study based on Yin (2009). In an initial study, tools for assessment and support were piloted and evaluated. The main study extended the methodology, using 5 fellow practitioners as collaborator researchers. A total of 10 adult learners completed a one-to-one support programme with materials and approaches tailored to each learner's interests and needs. Techniques included work to extend vocabulary, word recognition skills, fluency and comprehension, based on a series of original guidance sheets, linking findings from research to practice. Analysis of results included quantitative measures of changes in accuracy, reading speed and comprehension. Qualitative analysis stemmed from detailed profiles of learners' progress, detailed observational records and evaluation of emerging trends, 'leading to a discussion of key themes for future policy and practice. The key findings include: an increase in individuals' reading skills following even a short period of individualised support; the identification of effective strategies like vocabulary development and paired reading; the importance of taking into consideration the characteristics of learners, their social setting and sources of motivation; the positive impact of one-to-one support; and considerable light cast on assessment practice. The thesis ends with recommendations for: further work on the assessment and support of comprehension skills; using detailed learner profiling as an assessment technique; supporting a claim for the effectiveness of one-to-one support in adult literacy; and guidance for practitioners on implementing a wider range of strategies to support adults' reading.

Hierdie studie handel oor die ontwikkeling van geleenthede in Europa en Suid-Afrika vir analfabeet-volwassenes om te leer lees en skryf. Teoretiese aspekte van geletterdheid soos omskrywings van die begrippe geletterdheid en ongeletterdheid is ondersoek. Twee benaderings tot die voorsiening van geletterdheid, naamlik die relatiewe benadering en die absolute benadering is beskryf. Die doelwitte van geletterdheid behels onder meer die bereiking van lewensideale, die verkryging van mag en persoonlike ontwikkeling. Verskeie strategiee vir geletterdheidsonderrig soos die die voorsiening van fundamenteel-opvoedkundige strategie, die funksionele strategie, die bewusmakingstrategie en die massaveldtogstrategie is ondersoek. Die invloed van sosiale, politieke, ekonomiese, geografiese, godsdienstige en onderwysfaktore asook van die boekdrukkuns op die verspreiding van lees- en skryfvaardighede is beskou. Daar is ook ondersoek ingestel na die rol van verskillende betrokkenes by die voorsiening van geletterdheidsonderrig in Europa en Suid-Afrika soos die staat, nie-staatsorganisasies, kerke, vakbonde, industriee, privaatinisiatiewe, universiteite en biblioteke. / This thesis investigates the development in Europe and South Africa of opportunities for illiterate adults to learn to read and write. Theoretical aspects concerning the defining of concepts, the two approaches namely the absolute and relative, the aims of literacy and the attainment of ideas of empowerment and personal development were discussed. An investigation is done of the various strategies in the provision of literacy campaigns. These include the fundamental educational, the functional, the awareness and the mass campaign strategies. The influence of social, political, economical, geographical, religious and educational factors is explored in conjunction with the role of the printing press and distribution of reading and writing material. The role of various parties involved in the provision of literacy education in Europe and South Africa is considered. This includes the state, non-governmental organizations, churches, unions, industry, private initiatives, universities and libraries. / Educational Foundations / D. Ed. (Historiese Opvoedkunde)

Hierdie studie handel oor die ontwikkeling van geleenthede in Europa en Suid-Afrika vir analfabeet-volwassenes om te leer lees en skryf. Teoretiese aspekte van geletterdheid soos omskrywings van die begrippe geletterdheid en ongeletterdheid is ondersoek. Twee benaderings tot die voorsiening van geletterdheid, naamlik die relatiewe benadering en die absolute benadering is beskryf. Die doelwitte van geletterdheid behels onder meer die bereiking van lewensideale, die verkryging van mag en persoonlike ontwikkeling. Verskeie strategiee vir geletterdheidsonderrig soos die die voorsiening van fundamenteel-opvoedkundige strategie, die funksionele strategie, die bewusmakingstrategie en die massaveldtogstrategie is ondersoek. Die invloed van sosiale, politieke, ekonomiese, geografiese, godsdienstige en onderwysfaktore asook van die boekdrukkuns op die verspreiding van lees- en skryfvaardighede is beskou. Daar is ook ondersoek ingestel na die rol van verskillende betrokkenes by die voorsiening van geletterdheidsonderrig in Europa en Suid-Afrika soos die staat, nie-staatsorganisasies, kerke, vakbonde, industriee, privaatinisiatiewe, universiteite en biblioteke. / This thesis investigates the development in Europe and South Africa of opportunities for illiterate adults to learn to read and write. Theoretical aspects concerning the defining of concepts, the two approaches namely the absolute and relative, the aims of literacy and the attainment of ideas of empowerment and personal development were discussed. An investigation is done of the various strategies in the provision of literacy campaigns. These include the fundamental educational, the functional, the awareness and the mass campaign strategies. The influence of social, political, economical, geographical, religious and educational factors is explored in conjunction with the role of the printing press and distribution of reading and writing material. The role of various parties involved in the provision of literacy education in Europe and South Africa is considered. This includes the state, non-governmental organizations, churches, unions, industry, private initiatives, universities and libraries. / Educational Foundations / D. Ed. (Historiese Opvoedkunde)

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)

This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic problems. The research problem addresses adult literacy training in the region, in the context of outcomes-based education (OBE) and other solutions. The second chapter presents a study of some international practices with regard to adult literacy training and competency-based education. General trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and approaches to, adult literacy training. The findings indicate that some of the international trends are towards competency-based education and training as a practical and relevant approach to the current economic and concomitant educational and training needs. Furthermore, government commitment is identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy training. Chapter three examines the current developments in the South African education system regarding adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)