NAME : MULAUDZI VHUDZANI

STUDENT NO: 202102194

MODULE :HRTA081

HONOURS ASSIGMENT

1. Reflection on Classroom Action Research

Classroom action research is a reflective and systematic inquiry carried out by teachers
within their classrooms with the aim of improving teaching and learning. It is a type of
research carried out by practitioners with the aim of identifying classroom problems,
implementing solutions, observing the results, and reflecting on the effectiveness of the
interventions. According to Mertler (2020), action research is a cyclical process of
planning, acting, observing, and reflecting on practice in order to improve educational
practice and student learning.

One of the main features of classroom action research is its practicality. Unlike
academic research, which is often aimed at developing generalizable knowledge, action
research is aimed at addressing real-life classroom problems that teachers encounter.
Classroom action research allows teachers to systematically study their own teaching
[Link] (2020) highlights the importance of action research in language
education, as it enables teachers to validate their teaching approaches in their own
classrooms and modify them according to the learners’ linguistic and cultural
backgrounds.

Another important aspect of classroom action research is its contribution to teacher

professional development. Through action research, teachers are able to develop as
reflective practitioners who critically assess their teaching practices, learners’
responses, and classroom interactions. McNiff (2021) suggests that action research
helps teachers develop a sense of empowerment by locating them as producers of
knowledge, rather than simply as consumers of research. This helps to improve
teachers’ autonomy, self-esteem, and teaching effectiveness.

Action research is a collaborative activity involving learners, colleagues, and school

administrators. Collaboration enables teachers to exchange their perspectives, share
their findings, and develop their teaching practices together. This is consistent with
modern-day educational thinking, which focuses on professional learning communities
and improvement-oriented schools. A practical example of action research in the
classroom can be demonstrated in a Grade 9 English First Additional Language
classroom where learners display poor reading comprehension skills. The teacher can
identify that learners have difficulties in comprehending texts, answering comprehension
questions, and working with reading materials. In the planning stage, the teacher
decides to work with group reading tasks as a strategy to improve comprehension.

In the action stage, learners are grouped into small groups to work on reading texts
together, interpreting meanings, and answering questions together. In the observation
stage, the teacher gathers data using comprehension tests, learner questionnaires, and
classroom observations. In the reflection stage, the teacher interprets the findings to
decide whether group reading tasks improved comprehension and adjusts the teaching
strategy accordingly. This process illustrates how action research in the classroom
promotes continuous improvement in teaching and learning.

In conclusion, action research in the classroom is an effective approach to enhance

teaching and learning in the classroom.

2. Topic: Improving Reading Comprehension Skills in English Learners through Group

Reading Activities in Grade 9 at a School in Hlanganani North Circuit, Vhembe West
District, Limpopo Province, South Africa

2.1 Background of the Study

Reading comprehension is an essential aspect of language learning and academic
achievement. Reading comprehension requires learners to be able to decode text,
make sense of the meaning, interpret information, and critically evaluate written
information. For learners who study English as a First Additional Language, reading
comprehension is often a difficult task to accomplish because of vocabulary limitations,
insufficient exposure to English, and poor reading strategies.

For grade 9 learners, reading comprehension requires learners to read complex texts
and apply higher-order thinking skills such as analysis, interpretation, and evaluation.
However, for many learners, reading comprehension is a difficult task to accomplish,
which has a negative impact on their academic performance in various subjects.
According to Snow and Matthews (2021), reading comprehension is essential to
learning because it has a direct impact on learners’ understanding of content in all
academic subjects.

In the South African context, multilingualism adds to the challenges faced by learners
who study English as a First Additional Language. Many learners speak indigenous
languages at home and have limited opportunities to engage in English outside the
classroom. As a result, learners are heavily dependent on classroom instruction for
language development.

Group reading activities involve collaborative learning practices where students engage
in reading activities in small groups, share interpretations, ask questions, and help each
other understand. According to Gillies (2021), cooperative learning practices improve
cognitive development among students through social interactions and mutual support.
When students engage in collaborative learning, they can benefit from varied
interpretations of texts, which helps in improving comprehension and critical thinking
among students.

Recent studies have also supported the application of collaborative reading strategies in
improving comprehension among students. Zhang and Zhang (2022) concluded that
group reading discussions helped in improving comprehension and critical thinking skills
among EFAL students. Alghamdi (2021) also concluded that collaborative reading
practices helped in increasing learner engagement, motivation, and comprehension
performance among students.

Group reading practices also support learner-centered approaches to teaching and

learning, which focus on active participation and knowledge construction among
learners. This approach is also supported by the Curriculum and Assessment Policy
Statement (CAPS), which promotes interactive approaches to teaching and learning in
language classrooms.

2.2 Motivation for the Study

The motivation for this study arises from the challenges experienced in Grade 9 EFAL
classes, where learners experience difficulties in reading comprehension activities and
perform poorly in assessment tests. The conventional teacher-centered approach to
reading, which involves silent reading and teacher explanations, may not be effective in
supporting struggling readers or encouraging active participation.

This study aims to investigate the potential of group reading activities as an instructional
strategy to improve reading comprehension skills among Grade 9 EFAL learners.
Through classroom action research, the teacher-researcher hopes to discover effective
strategies that can be used to improve learner comprehension, participation, and
confidence in reading.

This study is motivated by the need to contribute towards improving teaching practices
and curriculum implementation. The results of this study may offer evidence-based
recommendations to EFAL teachers, curriculum writers, and school administrators on
effective strategies to improve reading comprehension in multilingual classrooms.

In conclusion this study is motivated by the need to empower teachers as reflective

practitioners who use systematic inquiry to improve teaching practices. Through this
study, the teacher-researcher hopes to contribute to the body of knowledge on
collaborative learning and reading comprehension in EFAL settings.
REFERENCES

Alghamdi, A. (2021). The effect of collaborative reading strategies on EFL learners’

reading comprehension. International Journal of Instruction, 14(2), 213–230.

Burns, A. (2020). Doing action research in English language teaching: A guide for
practitioners (2nd ed.). Routledge.

Gillies, R. M. (2021). Cooperative learning: Review of research and practice. Australian

Journal of Teacher Education, 46(3), 39–54.

McNiff, J. (2021). Action research: All you need to know. Sage Publications.

Mertler, C. A. (2020). Action research: Improving schools and empowering educators

(6th ed.). Sage Publications.

Snow, C. E., & Matthews, T. J. (2021). Reading and language in the early grades. The
Future of Children, 31(1), 27–50.

Zhang, L., & Zhang, D. (2022). Collaborative reading strategies and their effects on
reading comprehension in EFL classrooms. Journal of Language Teaching and
Research, 13(4), 789–798.