A variety of approaches to teaching English First Additional Language (EFAL) to Grade 6 learners affects how learners are involved, understand, and perform academically during assessment. In the study reported on here, we looked deeper into how teaching styles affect Grade 6 EFAL learners, referring to involvement, comprehension, and assessment. A qualitative approach, classroom observations, open-ended questionnaires and focus group interviews were applied. Participants (teachers and Grade 6 learners) shared their insight on the 3 major focus points: involvement, comprehension, and assessment. Classroom observations gave clear insight into how these focus points were affected by different teaching styles. Various teaching styles provide learners with different ways to grasp EFAL concepts. The findings indicate that learner involvement was clearly enhanced by discussions in class, while visual aids and exercises improved comprehension and interest. Diverse teaching styles accommodate learners with different learning preferences. To maintain the various teaching styles in keeping with learners’ different ways of learning, teachers need to attend training sessions to find optimal performance and improve outcomes, which include the design of a formal assessment (FA) aligned with the different teaching styles. Embracing different ways to instruct EFAL in Grade 6 may lead to deeper involvement, comprehension, and assessment.

https://doi.org/10.15700/saje.v45ns2a2571

ORCiD iDs of authors:
Rindi Carstens – https://orcid.org/0009-0002-9708-875X
Elize (EC) du Plessis - https://orcid.org/0000-0003-4299-4632