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Cleopatra Musa Mzobe, University of KwaZulu-Natal, South AfricaAbstract
Listening comprehension is a crucial skill in language learning, deeply interconnected with speaking, reading, and writing. Effective listening enhances speaking through conversation, supports reading by improving decoding skills, and refines writing by strengthening language processing. This study examines the challenges Grade 4 English First Additional Language (EFAL) teachers face in teaching listening comprehension, a key skill for early language acquisition. The transition from home language instruction to English as the language of learning and teaching presents unique challenges for Grade 4 learners, many of whom struggle with understanding spoken English, impacting overall proficiency. Using a qualitative case study approach, guided by Schema Theory, data were gathered through classroom observations and semi-structured interviews with seven female EFAL teachers. The study identifies several challenges, including overcrowded classrooms, limited vocabulary, poor student concentration, and inadequate access to audio-visual resources. These obstacles hinder effective teaching, especially when English is introduced as the language of instruction. The paper concludes with recommendations for the Department of Education to prioritise providing essential resources, particularly in under-resourced schools, to enhance teaching and learning in the foundational years of English language education. This research offers valuable insights into the complexities of teaching listening comprehension in primary schools and provides actionable recommendations for improving language education outcomes.
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Conference: ECE2025Stream: Teaching Experiences
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Mzobe C. (2025) EFAL Teachers’ Experiences in Teaching Listening Comprehension Skills to Grade 4 Learners ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 63-69) https://doi.org/10.22492/issn.2188-1162.2025.6
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.6
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