Grade 7 learners' listening and speaking skills in English classrooms through interactive teaching methods at Moletlane Circuit, Capricorn South District, Limpopo Province, South Africa

Abstract

This study investigated Grade 7 learners’ listening and speaking skills in English First Additional Language (EFAL) classrooms at Moletlane Circuit in the Capricorn South District, Limpopo Province, South Africa. The study focused on how interactive teaching methods support the development of oral proficiency among learners, particularly within multilingual South African classrooms where exposure to English outside school is limited. A qualitative research design was employed, using classroom observations, learner interviews, teacher interviews, and questionnaires to explore learners’ experiences, challenges and perceptions of oral communication activities. The findings revealed that while learners recognise the importance of listening and speaking skills, many of them face difficulties related to limited vocabulary, fast speech, pronunciation challenges and low confidence. Interactive and multimodal teaching strategies, such as group discussions, role-plays, debates, audio-visual materials and scaffolded activities, were found to significantly enhance learners' engagement and oral performance. Teachers also highlighted challenges such as large class sizes and uneven learner abilities, which require differentiated instruction and additional support. The study concludes that interactive, learner-centred teaching methods play a crucial role in building listening and speaking proficiency among EFAL learners. It recommends increased use of collaborative activities, multimodal resources, explicit vocabulary instruction, and continuous scaffolding to improve oral language development. These findings contribute to a deeper understanding of the pedagogical practices needed to strengthen EFAL oral competence within South African primary schools.