Effective Implementation of the Text-Based Approach in English Second Language Classrooms

Abstract

Effective implementation of the Text-based Approach in English Second Language (ESL) Classrooms is a grave component of the educational system. The main aim of this paper was to investigate the effective implementation of the Text-based Approach in grade 10 learners and to propose measures that could enhance its effective implementation. The study adopted an interpretive paradigm embedded in a qualitative approach. Semi-structured interviews were utilised to collect data from 12 conveniently selected participants. Content analysis was used to analyse data, which were categorised into themes. The findings of this paper revealed that factors that hinder the effective implementation of the Text-based Approach are inadequate knowledge of curriculum stipulations, language barrier, misunderstanding of the approach, and the disaggregation of the English language. The authors conclude that there is an urgent need for teachers to have upgraded and relevant language-learning methodologies, thereby recommending that the Department of Education should organise workshops for the teachers to familiarise them with the recent methods of language teaching and learning. Keywords: Text-based Approach, Communicative competence, Language learning, Pedagogical content knowledge, Authentic texts