The study investigated 6 Soweto primary school teachers’ ability to analyse and give
feedback on the errors of English First Additional Language learners. Drawing on literature
on assessment for learning and feedback, as well as on error analysis of English second
language learning, I developed a conceptual framework that enabled me to classify learner
errors and teachers feedback strategies. I used a qualitative approach to investigate
assessment abilities. Firstly, the teachers marked a written assessment task, identified errors,
evaluated learner performance and gave feedback based on identified errors. Secondly, the
teachers were interviewed on why learners made those errors and what feedback strategies
they suggested for remediating the errors. The findings indicated that the teachers: i) were
generally capable of identifying the errors, ii) struggled to correct the identified errors,
iii) were still working in a summative mind-set, and iv) were insecure about their abilities to
deal with English First Additional Language errors. Therefore, assessment for learning has a
long way to go for the township primary school teachers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/17708 |
| Date | 12 May 2015 |
| Creators | Ntuli, Khethinkosi Armstrong |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf, application/pdf, application/pdf |
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