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Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape
Thesis (MEd)--Stellenbosch University, 2024.
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Stellenbosh : Stellenbosch University
2025
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| _version_ | 1867613958564741120 |
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| access_status_str | Open Access |
| author | Donough, Tauhira |
| author2 | Esau, Omar |
| author_browse | Donough, Tauhira Esau, Omar |
| author_facet | Esau, Omar Donough, Tauhira |
| author_sort | Donough, Tauhira |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131643 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:44:24.894Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosh : Stellenbosch University |
| publisherStr | Stellenbosh : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131643 Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape Donough, Tauhira Esau, Omar Ruiters, John Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Creative writing -- South Africa --Western Cape Academic writing -- South Africa -- Western Cape English language -- Written English Language and education -- South Africa -- Western Cape Teachers -- Attitudes Education, Primary -- South Africa -- Western Cape UCTD Thesis (MEd)--Stellenbosch University, 2024. ENGLISH ABSTRACT: Background: It is widely accepted that writing well is necessary for success in adult academic and professional endeavours. In schools, extended writing skills are taught and required in the senior phase. Challenges in the senior phase have led to learners not writing well and having a lack of extended writing skills. In addition, there is a substantial knowledge gap between what teachers actually know about teaching extended writing and what they should know, according to the curriculum framework, which makes it difficult for teachers to encourage extended writing. The English subject teachers’ perceptions of extended writing practice were therefore explored at a school in the Western Cape, as it could provide valuable insight into how extended writing skills are taught and if there are any potential areas for improvement. Methodology: An exploratory, descriptive qualitative research design was implemented to collect and analyse data. Purposive sampling was done by including participants who have knowledge of the topic. Interviews were conducted by using an interview question guide sheet as a tool. Data was analysed through thematic analysis. Findings: Five themes emerged, namely 1) Perceptions of extended writing; 2) Experiences of extended writing; 3) Assessment of extended writing; 4) Challenges of extended writing; 5) Suggestions on how to improve extended writing; and eleven subthemes emerged. Interestingly, the participants shared their experiences with extended writing, emphasising the benefits of consistent classroom engagements and noting its positive impact on learners' vocabulary and spelling. This indicated a connection between extended writing practice and language skills. AFRIKAANSE OPSOMMING: Daar word oor die algemeen aanvaar dat om goed te skryf is nodig vir sukses in die akademiese en professionele pogings vir volwassenes. In skole word uitgebreide skryfvaardighede in die senior fase geleer en benodig. Uitdagings in die senior fase het daartoe gelei dat leerders nie goed kan skryf nie, en 'n gebrek aan uitgebreide skryfvaardighede gehad het. Daarbenewens is daar 'n aansienlike kennisgaping tussen wat onderwysers eintlik weet oor die onderrig van uitgebreide skryfwerk en wat hulle volgens die kurrikulumraamwerk moet weet, wat dit vir onderwysers moeilik maak om uitgebreide skryfwerk aan te moedig. Die Engelse vakonderwysers se persepsies van uitgebreide skryfpraktyke is dus by 'n skool in die Wes-Kaap ondersoek, aangesien dit waardevolle insig kan verskaf oor hoe uitgebreide skryfvaardighede aangeleer word en of daar enige potensiële areas vir verbetering is. Metodologie: 'n Verkennende, beskrywende kwalitatiewe navorsingsontwerp is geïmplementeer om data in te samel en te ontleed. Doelgerigte steekproefneming is gedoen deur deelnemers in te sluit wat kennis van die onderwerp het. Onderhoude is gevoer deur 'n onderhoudsvraegids as hulpmiddel te gebruik. Data is deur tematiese analise ontleed. Bevindinge: Vyf temas het na vore gekom, naamlik 1) Persepsies van uitgebreide skryfwerk; 2) Ervarings van uitgebreide skryfwerk; 3) Assessering van uitgebreide skryfwerk; 4) Uitdagings van uitgebreide skryfwerk; 5) Voorstelle oor hoe om uitgebreide skryfwerk te verbeter; en elf subtemas het na vore gekom. Interessant genoeg het die deelnemers hul ervarings met uitgebreide skryfwerk gedeel, met die klem op die voordele van konsekwente klaskamerbetrokkenheid en die positiewe impak daarvan op leerders se woordeskat en spelling opgemerk. Dit het 'n verband tussen uitgebreide skryfoefening en taalvaardighede aangedui. Masters 2025-02-03T09:16:44Z 2025-02-03T09:16:44Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131643 Stellenbosch University 166 pages : illustrations application/pdf Stellenbosh : Stellenbosch University |
| spellingShingle | Creative writing -- South Africa --Western Cape Academic writing -- South Africa -- Western Cape English language -- Written English Language and education -- South Africa -- Western Cape Teachers -- Attitudes Education, Primary -- South Africa -- Western Cape UCTD Donough, Tauhira Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title | Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title_full | Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title_fullStr | Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title_full_unstemmed | Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title_short | Senior phase English teachers’ perceptions of extended writing practice at a school in the Western Cape |
| title_sort | senior phase english teachers perceptions of extended writing practice at a school in the western cape |
| topic | Creative writing -- South Africa --Western Cape Academic writing -- South Africa -- Western Cape English language -- Written English Language and education -- South Africa -- Western Cape Teachers -- Attitudes Education, Primary -- South Africa -- Western Cape UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131643 |
| work_keys_str_mv | AT donoughtauhira seniorphaseenglishteachersperceptionsofextendedwritingpracticeataschoolinthewesterncape |