Correction
Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation
Reading & Writing | Vol 15, No 1 | a478 |
DOI: https://doi.org/10.4102/rw.v15i1.478
| © 2024 Florence M. Olifant, Naomi Boakye, Madoda Cekiso
| This work is licensed under CC Attribution 4.0
Submitted: 07 February 2024 | Published: 11 March 2024
Submitted: 07 February 2024 | Published: 11 March 2024
About the author(s)
Florence M. Olifant, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Tshwane, South AfricaNaomi Boakye, Unit for Academic Literacy, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Madoda Cekiso, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Tshwane, South Africa
Abstract
No abstract available.
Keywords
English First Additional Language (FAL); access to reading materials; reading motivation; traditional reading; online reading; learners.
Metrics
Total abstract views: 1315Total article views: 941