English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to...

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Bibliographic Details

Published in:	South African Journal of Education
Main Author:	Matshidiso Joyce Taole
Format:	Article
Language:	English
Published:	Education Association of South Africa 2022-11-01
Subjects:	assessment assessment for learning delayed feedback english first additional language feedback feedback formats feedback frequency multi-grade teaching timing of feedback written feedback
Online Access:	http://www.sajournalofeducation.co.za/index.php/saje/article/view/2145/1210