Browsing by Author "Maphumulo, Bonisiwe Happiness"

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    Enhancing grammar accuracy for learners doing EFAL in Grade five in a selected primary school at uMfolozi circuit
    (University of Zululand, 2024) Maphumulo, Bonisiwe Happiness; Nkoane, M. M. Mngomezulu, T. P.
    A central concern in education, internationally and in South Africa, is to enhance learners’ grammar accuracy. However grammatical problems exist in spite of efforts tocounter this. Some researchers have explored the issue of grammar focusing on EFAL (EFAL) learners. There is, however, insufficient literature that looks into grammar difficulties encountered by learners doing EFAL, particularly in Grade 5. Hence this study investigated means of enhancing grammar accuracy for learners doing EFAL in Grade five in a selected primary school at uMfolozi circuit. The study investigated the deep and underlying realities relating to the challenges faced by EFAL learners in writing grammatically correct sentences and also the factors that contribute to these challenges, taking into account the issue of parental involvement and limited exposure to reading material, which seems to have a huge impact on performance. In exploring these issues, the study adopted a qualitative approach to ensure credibility and trustworthiness of the study. The data gathering process was in the form of semistructured interviews and thematic analysis. One school that uses EFAL as amedium of instruction medium in uMfolozi Circuit in the King Cetshwayo District waspurposively selected to form the context of the study. In this school English is taught as a subject in Grade five. There were 10 participants (6 Grade five learners and 4 Grade five English teachers who have been in the field for more than five years). The findings of the study revealed that EFAL learners have difficulties in grammar, particularly when writing. This came to light when participants shared their experiencesand struggles in understanding the rules of grammar when writing. It was also noted that some grammar challenges were influenced, among other issues, by learners’ heavy reliance on their mother tongue.