This research report encompasses the development and implementation ofa cooperative learning project over four cycles ofaction research. The context for this research is eleven business communication classes, primarily comprised ofBlack South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects ofthe old English syllabus in a meaningful series ofbusiness communication activities that gave learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number ofways, using techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle ofaction research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals. Analysis ofthe data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly.

Thesis (M.A.) - University of Natal, Pietermaritzburg, 2000.