The use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schools

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dc.contributor.advisorPillay, P.
dc.contributor.authorMhlongo, Hlengiwe Romualda
dc.date.accessioned2017-06-22T09:40:19Z
dc.date.available2017-06-22T09:40:19Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017en_US
dc.description.abstractThis study is aimed at investigating whether or not the use of the reading-response journal as a strategy can yield any positive results in enhancing development of writing skills among learners. The study was conducted as a case study in one of the Further Education and Training (FET) phase schools under uThungulu district, within the province of Kwa-Zulu Natal in South Africa. It included verification of the FET phase learners’ level of competency in writing skills. This was done through interviewing the English First Additional Language (FAL) teacher of the target class in the FET phase. The study targeted English FAL grade eleven learners since journal writing is part of their curriculum. The sample of thirty learners was conveniently selected. The qualitative method was employed for the collection of data; task-based activities and interviews were used as instruments for data collection. This study is underpinned by the reader-response theory and it sought to; (a) find out the views of learners on the use of the reading-response journal writing as a strategy to develop writing skills, (b) to determine the learners’ views on the intervention programme of the reading-response journals in the development of writing skills and (c) the experiences of English FAL learners as participants in the activities of journal writing. Learners were given three different tasks which required them to write essays. The findings revealed that learners are generally resistant to reading and writing. The learners also lament that it takes too long before the educator can bring back feedback on their written tasks, that demotivates them. The findings also revealed that some teachers regard the teaching of writing skills as an optional task to do, yet it is prescribed in the Curriculum and Assessment Policy Statement (CAPS) document of English FAL in the FET phase. In addition, there is resistance from teachers to use innovative methods of developing writing skills such as journal writing and diary entries, among others. Lastly, the learners showed significant improvement in their writing skills as they participated in the intervention programme. There was significant improvement in their individual performance from task one, to task two and task three. Finally, the study recommended that the Department of Basic Education officials should consider reviewing the pupil-teacher ratio for language teachers so that they can do justice to the teaching of all language aspects including writing skills. Further research on other types of journal writing was also recommended.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1523
dc.publisherUniversity of Zululanden_US
dc.subjectwriting skills development --young learners --strategies --KZN --South Africaen_US
dc.titleThe use of the reading-response journal as a strategy in promoting writing skills in further education and training phase schoolsen_US
dc.typeThesisen_US
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