Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms

Mohlabi-Tlaka, Ntombi; Jager, L. de; Engelbrecht, Andreas

doi:10.5785/33-2-713

Cited by 7 publications

(14 citation statements)

References 19 publications

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“…Previous research found that common challenges faced by teachers included text selection, adaptation or modification of texts, task design, and dealing with student boredom (Triastuti & Riazi, 2020;Rustipa et al, 2021). This finding is consistent with other studies that have found a lack of in-depth conceptual and practical knowledge among English teachers to be a barrier to implementing a text-based approach (Mohlabi-Tlaka, 2016;Triastuti & Riazi, 2020). The following are the most common challenges that teachers face.…”

Section: Common Challenges Faced By Teachers In Implementing Text-bas...supporting

confidence: 84%

“…A mixed-method study of the text-based approach in South Africa found that while it was appropriate and beneficial for English education, it did not develop learners' communication skills. The issue arose from the English teachers' implementation of the text-based strategy without thorough understanding and awareness (Mohlabi-Tlaka, 2016). A qualitative multiplecase study showed that choosing and organizing texts for instruction can be challenging when using text-based teaching strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

Pinilih,

Tahir,

Susilo

et al. 2023

IJAER

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This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.

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Section: Common Challenges Faced By Teachers In Implementing Text-bas...supporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

Pinilih,

Tahir,

Susilo

et al. 2023

IJAER

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show abstract

“…Problems also occur in Africa, especially in the TBL contribution to communicative competence and teacher understanding of the grade 4 English learning approach. Learning covered by various methodological and language problems results in the ability to answer students' questions suboptimally because they can only respond to low-level questions (Mohlabi-Tlaka et al, 2017). Furthermore, the TBL implementation information showed the similarities in Indonesia and elsewhere and also confirms the previous recent literature that has not included it as a TBL user like Australia, New Zealand, Singapore (Richards, 2006), Canada (Derewianka, 2003).…”

Section: The Tbl Concept and Its Perspectivesupporting

confidence: 71%

Teachers’ Perceptions in the Implementation of Text-Based Learning in Indonesian Secondary Education

Maman

Ramly

Asnur

2023

ijole

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This study aimed to uncover the new evidence on how reform works based on Indonesian experience of adopting a text-based learning (TBL) approach in differing perceptions and teacher activities at the beginning of curriculum implementation. The secondary schools in Makassar city were used as the case studies while the study design had two questions. Data collection was conducted in two parts, A and B, which dealt with teachers' perceptions of TBL and the involvement at the beginning of its implementation, respectively. The samplecomprised 46 secondary school teachers from Makassar city, including 33 civil servants and 13 non-civil servants. These individuals had various teaching experiences in four categories, including 1 year or less, and more than 1 to 5, more than 5 to 10, and more than 10. Moreover, the collected data were analyzed using descriptive statistics. The results showed that the teacher's proportion with the same TBL perception in various aspects ranged from half to all. The proportion with the same activity was less than half of their number to nearly all of them. Generally, Indonesian secondary school teachers responded positively towardstext-based learning implementation.

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“…GBA assists students in producing a variety of texts for specific objectives and audiences (Christie & Derewianka, 2008;Christie & Unsworth, 2005;Knapp & Watkins, 2005). Research studies showed a successful implementation of GBA in different fields of disciplines and different levels of education throughout the world (Marshall, 1991;Mohlabi-Tlaka et al, 2017;Mthembu-Funeka, 2009;Nurlaelawati & Novianti, 2017). Despite GBA being considered an effective approach in TEFL by various studies and it is also integrated into the 2013 curriculum, Dirgeyasa (2016) found out that many students, teachers, studentteachers, and even the university lecturers have not a good understanding and not well-informed about genre.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges

Nadjib,

Triastuti

2023

J. Eng. Foreign. Lang.

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Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers’ self-reflection sheet adapted from Rustipa et al. (2021) and semi-structured interviews. The data gathered were then examined by utilizing thematic analysis. The findings indicated that most EFL teachers were aware of GBA and positively perceived it, the implementation of GBA in EFL classrooms had not met the standardized implementation, and students' low vocabulary mastery, time allocation, and teachers' abilities in selecting texts and designing tasks were the challenges in the GBA implementation. This study offers pedagogical implications for the stakeholders to take into account that most EFL teachers need training regarding GBA application.

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Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms

Cited by 7 publications

References 19 publications

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

Teachers’ Perceptions in the Implementation of Text-Based Learning in Indonesian Secondary Education

Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges

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