Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.

This thesis suggests the incorporation of "Genre Theory" into First Year Composition (FYC) at California State University (CSUSB) as a means of alleviating the lack of transfer of what is learned in FYC to other university writing. In examing the feasibility of that incorporation, it takes into consideration the demands made on the FYC course across universities and specifically at CSUSB.

Thesis (M. Ed.(Language Education)) -- University of Limpopo, 2016 / Learners in rural areas are disadvantaged in terms of exposure to English First Additional Language (EFAL).They require more basic attention in reading and writing skills. For this reason, the study analyses why Intermediate Phase learners in schools in rural areas are struggling to read and write in EFAL. In view of this, Darara (2012:4) argues that reading and writing is not an educational hurdle affecting only learners at Intermediate Phase in schools. The purpose of this study is to bring to light learners’ challenges in reading and writing in EFAL at Intermediate Phase. The study thus employs how to eliminate learners’ reading and writing challenges emanating at this phase. The method used in this study is qualitative and it is used in order for teachers to bring out their experiences on EFAL teaching. Data collection was done through structured interviews and non-participant observation. Nine teachers were sampled from three primary schools in the Mankweng Circuit. Each school forwarded three teachers, this means one from each intermediate grades. The research results from both interviews and observations are jointly presented in order to avoid repetitions. The researcher presents profiles of schools and teachers together with the way reading and writing are conducted in schools. The study, in its presentation, highlights the way teachers are moved around the province through the government programme Rationalisation and Redeployment. Amongst the findings revealed by the study, most of the teachers do not take English as their major subject in their teaching career. This is one reason why reading and writing at Intermediate Phase in rural schools is almost unachievable. The study recommends that EFAL teachers conduct workshops and training with fellow teachers in ex-model C and private schools to learn from each other in order to overcome challenges emanating from the two skills.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.

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This study investigated common English language errors made by Oshiwambo, Afrikaans and Silozi First Language speakers. The study examined errors in a corpus of 360 essays written by 180 participants. Errors were identified and classified into various categories. The four most common errors committed by the participants were tenses, prepositions, articles and spelling. The study is important to educators and study material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies into place. For learners, error analysis is important as it shows the areas of difficulty in their writing. The limitations and some pedagogical implications for future study are included at the end of this research paper. / English Studies / M. A. (TESOL)

published_or_final_version / Education / Master / Master of Education

This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments. / Department of English

This study investigated common English language errors made by Oshiwambo, Afrikaans and Silozi First Language speakers. The study examined errors in a corpus of 360 essays written by 180 participants. Errors were identified and classified into various categories. The four most common errors committed by the participants were tenses, prepositions, articles and spelling. The study is important to educators and study material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies into place. For learners, error analysis is important as it shows the areas of difficulty in their writing. The limitations and some pedagogical implications for future study are included at the end of this research paper. / English Studies / M. A. (TESOL)