This study investigated how teaching styles, resources, and technology affect the assessment performance of Grade 6 English as First Additional Language (EFAL) learners. In education, the failure to achieve proficiency in EFAL presents a significant challenge; assessments at the end of each term determine success; with failure resulting in overall term failure due to EFAL's core subject status. This underscores the need for enhanced proficiency in EFAL reading and writing to prevent academic setbacks.
The theoretical framework of Educational Effectiveness informed a qualitative case study. A primary school in Gauteng was purposefully selected together with six Grade 6 EFAL teachers and 30 Grade 6 EFAL learners. Focus group interviews, open-ended questionnaires, and classroom observations were used to gather data, which were analyzed by thematic analysis. The findings indicate that integrating technology and interactive resources is crucial for Gen-Z learners; technology boosts learner engagement and comprehension; and teacher training for technology integration and Formative Assessment Tasks (FAT) is essential. Bridging the generation gap in teaching styles and using well-structured assessments are important. Grade 6 learners prefer learner-centered approaches; teachers prefer mixed approaches. Based on the findings, guidelines were proposed, and recommendations were made to adapt teaching, use technology effectively, and rethink assessments.
Dinyakišišo tše di nyakišišitše ka fao mekgwa ya go ruta, didirišwa, le theknolotši di amago go šoma fao go lekolwago ga baithuti ba Seisemane bjalo ka Polelo ya Mathomo ya Tlaleletšo (EFAL) ba Kreiti ya 6. Ka thutong, go palelwa ke go fihlelela bokgoni ka go EFAL go tšweletša bothata bjo bogolo; ditekolo mafelelong a karolongwaga ye nngwe le ye nngwe di laola katlego; fao go bago le go palelwa ka kakaretšo ka go karolongwaga ka lebaka la maemo a motheo a thuto ya EFAL. Se se gatelela tlhokego ya gore go be le bokgoni bjo bo oketšegilego ka go baleng le go ngwaleng ga EFAL ka nepo ya go thibela ditšhalelomorago tša thuto.
Motheo wa teori wa Go šoma gabotse go tša Thuto o bakile gore go dirwe dinyakišišo tša seemo tša boleng. Sekolo sa phoraemari ka Gauteng se kgethilwe ka maikemišetšo gotee le barutiši ba tshela ba Kreiti ya 6 ba EFAL le baithuti ba 30 ba Kreiti ya 6 ba EFAL. Dipotsološo go dihlopha tša nepišo, dipotšišonyakišišo tša go nyaka tlhathollo, le ditekodišišo tša ka phapošing di ile tša šomišwa go kgoboketša tshedimošo, ye e sekasekilwego ka tshekatsheko ya merero. Dikutollo di laeditše gore go kopanya theknolotši le didirišwa tša kopanyo go bohlokwa go baithuti ba Gen-Z; theknolotši e thuša go boledišana le baithuti le go kwešiša ga bona; gomme tlhahlo ya barutiši mabapi le go šomiša theknolotši le Mešomo ya Tekolosemmušo (FAT) e bohlokwa. Go fokotša sekgoba magareng ga meloko ya baithuti ka go mekgwa ya go ruta le go šomiša ditekolo tše di beakantšwego gabotse go bohlokwa. Baithuti ba Kreiti ya 6 ba rata mekgwa ye e theilwego go baithuti; barutiši bona ba rata mekgwa ye e kopantšwego. Go ya ka dikutollo, o ile gwa šišinywa ditlhahlo gomme ditšhišinyo di ile tša dirwa go fetoša go ruta, go šomiša theknolotši ka maleba, le go nagana leswa ka ditekolo.
Hierdie studie het ondersoek hoe onderrigstyle, hulpbronne en tegnologie die assesseringsprestasie van Graad 6 leerders van Engels as Eerste Addisionele Taal English as First Additional Language, EFAL beïnvloed. In onderwys bied die mislukking om vaardig te raak in EFAL ’n aansienlike uitdaging; assesserings aan die einde van elke kwartaal bepaal sukses; en wanneer daar nie geslaag word nie, lei dit
tot ’n algehele mislukking van die kwartaal weens EFAL se ernvakstatus. Dít onderstreep die behoefte vir die bevordering van vaardigheid in EFAL wat betref lees en skryf, om akademiese terugslae te voorkom. Dieteoretiese raamwerk van opvoedkundinge doeltreffendheid was die bron vir ’n kwalitatiewe gevallestudie. ’n Laerskool in Gauteng is doelgerig gekies saam met ses Graad 6 onderwysers en 30 Graad 6 EFAL leerders. Fokusgroeponderhoude, oop vrae en klaskamerwaarnemings is gebruik om data in te samel, wat ontleed is deur tematiese ontleding. Die bevindings dui aan dat die integrasie van tegnologie en interaktiewe hulpbronne noodsaaklik is vir Generasie Z leerders; tegnologie bevorder leerderbetrokkenheid en verstandhouding; en opleiding vir onderwysers vir tegnologie
integrasie en formatiewe assesseringstake is noodsaaklik. Dit is belangrik om die generasiegaping te oorbrug deur gemaak te maak van onderrigstyle en goed gestruktureerde assesserings. Graad 6 leerders verkies leerdergesentreerde benaderings; onderwysers verkies gemengde benaderings. Riglyne is voorgestel en aanbevelings is gemaak wat gebaseer is op die bevindings om onderrig aan te pas,
tegnologie doeltreffend te gebruik en nuut te dink oor assesserings.
