Browsing by Author "Lebajoa, Puseletso"

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    The Impact of Phonological Awareness Instruction to Improve Reading among Grade 3 EFL Dyslexic Learners: An Intervention Mixed-Method Research in One Mainstream Primary School in Maseru
    (National University of Lesotho, 2024-08) Lebajoa, Puseletso
    Dyslexia is a distinctive learning difficulty that affects reading and language processing, posing significant challenges for learners, particularly in English as a Foreign Language (EFL) contexts. This study investigated the efficacy of phonological awareness instruction as an intervention technique to improve reading abilities in dyslexic learners within an EFL setting. The theoretical foundation of the research draws on Cognitive Load Theory, Dual Code Theory, and Multisensory Language Education Theory. A mixed-method explanatory sequential design was employed, integrating both quantitative and qualitative approaches to comprehensively assess the impact of the intervention. The study involved 41 participants: 20 dyslexic learners in an experimental group who received targeted phonological awareness instruction, and 20 dyslexic learners in a control group who followed traditional reading methods. Additionally, one special education teacher assisted the researcher with classroom observations and administering two tests: The Bangor Dyslexia Test and the Rapid Automatized Naming Test. Quantitative data were analysed using inferential statistics via SPSS, while qualitative data were thematically analysed using Atlas.ti software. The findings revealed a strong correlation between phonological awareness instruction and the improvement of reading skills among Grade 3 EFL dyslexic learners. The study concluded that the success of the intervention is influenced by explicit instruction, a supportive learning environment, and recognition of individual learning styles. Future research may explore the role of morphological awareness in enhancing word-level understanding for EFL dyslexic learners
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    Incorporating blended learning to improve reading in English Language as a foreign language in Lesotho
    (International Academic Forum, 2023) Mphatsoane, Nthatile; Ayanwale, Musa Adekunle; Lebajoa, Puseletso
    In Lesotho, a country characterized by a diverse population speaking various languages, where English serves as the official language for instruction, students often face challenges in reading English due to limited resources. Despite previous examination reports indicating that students' failures are not due to a lack of subject understanding but rather an inability to comprehend instructions, traditional reading approaches persist among teachers. This stands in contrast to the modern educational technology available in the 21st century. As a result, it is imperative for educators to adopt strategies that enable students to thrive in a global context. Blended learning, which combines traditional in-person teaching with online resources, offers a promising solution. This study explores the integration of blended learning in Lesotho to enhance English reading abilities, considering it's a second language for many. The research employed a quantitative quasi-experimental design involving two groups: a control group (n=30) using traditional English textbooks and an experimental group (n=30) using both these textbooks and blended learning. pre-and post-test scores were subjected to inferential statistical analysis using SPSS software. The findings indicated a positive impact of blended learning on reading proficiency. The implications for education are significant. They underline the necessity of creating a comprehensive blended learning curriculum, delivering training and assistance to teachers, and addressing technological infrastructure requirements. Consequently, the study authors propose that integrating blended learning into foreign language classes could enhance the learning experience, furnish students with skills crucial for success in the global arena, and ultimately elevate overall academic performance