Faculty of Education and Human Sciences

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Browsing Faculty of Education and Human Sciences by Subject "Academic writing"

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    Academic writing in English: Challenges experienced by Bachelor of Education primary level students at the University of Namibia, Katima Mulilo campus
    (University of Namibia, 2016) Mutimani, Molly M.
    This study investigated the academic writing challenges experienced by Bachelor of Education undergraduate students in using English at the University of Namibia, Katima Mulilo Campus. The study focused on the following research questions: what challenges did students face in academic writing at this campus? What were the students’ and lecturers’ perceptions of the possible causes of these academic writing challenges; were there any differences in writing challenges faced according to gender and the students’ year of study and what were the possible intervention strategies that could be used to improve students’ academic writing skills? The study used mixed methods, explanatory and sequential designs. The participants comprised 40 first year, 40 second year and 33 third year students, as well as 20 lecturers of the 2013 academic year. Questionnaires, semi-structured, individual interviews and previously marked student essays were employed as data collection instruments. The data analysis included statistical analysis of the two questionnaires, a thematic analysis of students and lecturers’ interview data and an integrative analysis that involved continuously checking back and forth between quantitative and qualitative findings. Although students were taught academic writing in a university core module, the findings of this study showed that they still faced various academic writing challenges. The data revealed that the academic writing challenges of students in the study were consequences of their linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in Namibian higher education. To mitigate these challenges, this study recommends the following strategies: the integration of academic literacies in the curricula of all disciplines, the promotion of multimodal teaching strategies and assessment, as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, as well as increased formative feedback.
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    Assessing students in English for Academic Purposes: The role of alternative assessment tools in writing instruction
    (2018) Hamakali, Hafeni P.
    This study aims to investigate the assessment of students in the English for Academic Purposes course at the University of Namibia Language Centre. There has been increasing criticism of standardised test and examinations and it has brought into question the value of other indirect approaches to language assessment (Reeves, 2000; Sharifi, & Hassaskhah, 2011; Tsagari, 2004). The study draws its theoretical foundation from the constructivist’s view of education (Canagarajah, 1999; Schunk, 2009; Vygotsky, 1962). The study embraces the interpretivist approach to research which tends to be more qualitative, and is open to diverse ways that people may understand and experience the same non-manipulated objective reality. The participants in this study are students and lecturers of the English for Academic Purposes course at the University of Namibia Language Centre. The study employs a qualitative research design, along with triangulation, where qualitative data was collected through lecturer interviews, lesson observations, multiple intelligence inventory, and student focus groups discussions. The study adapted the thematic approach of data analysis where the data were analysed and presented under themes derived from the research questions of the study. The findings indicate that, there was a limited stock of assessments that suits the classification of alternative assessment, namely: checklists, student-lecturer question techniques, and academic essay. The findings reveal some factors that influence the integration of alternative assessment in academic writing instruction, such as: lecturers and students’ knowledge of assessment, students’ assessment preferences, authenticity, classroom setup, and feedback. The findings also showed that the assessment practices that were used by the lecturers did not seem to fulfil the ideologies advocated in Gardener’s (1984) theory of Multiple Intelligences. However, the study found that the students and lecturers’ attitude which was skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction.
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    Students' critical thinking in academic writing: Perspectives of Rukwangali language education lecturers at Rundu campus
    (University of Namibia, 2020) Reino, Natalie S.
    Nor Shidrah (2012) notes that tertiary writing is very different from secondary school writing by compelling tertiary students to produce writing of a more critical academic nature. Objectivity and conciseness are the goals of such writing that needs to be followed. The purpose of the study was to discover Rukwangali language lecturers’ perspectives on students’ inability of critical thinking in their academic writing at Rundu campus in the Kavango East Region. The study employed a qualitative phenomenological research design which was conducted through purposive sampling and analysed using the content analysis approach. Data was collected using the semi structured interview protocol, document analysis guide and an observation check list with four Rukwangali language lecturers and test scripts and assignment of eight students. The study further revealed that lecturers may use strategies such as the infusion/ explicit approach, teacher questioning, assessment rubrics, writing and peer evaluation that may contribute to their inability to do that if not used correctly during such writings. This study recommends that Lecturers should provide a concrete definition of what constitutes critical thinking as a skill to their students before they drive them to the direction of becoming critical thinkers, they should explain the importance of critical thinking in academic writing to students, the university’s curriculum should explicitly incorporate critical thinking in academic writing as an exit learning outcome for each module offered, Rukwangali lecturers should write more books in their language to equip the library with these books so that their students can use them during research and lecturers should do away with questions that require students to recite content and move to questions that require their students to analyse, synthesise and apply knowledge in different situations.
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    Views of teachers of English as a second language (ESL) on the use of literature on learners' academic writing: A case of senior secondary schools in the Khomas educational region
    (2014) Simataa, Agnes A.
    This study is a depiction and portrayal of the views of Namibian Grade 11 and 12 teachers of English as a Second Language (ESL) on the use of English literature in ESL classrooms. The study also presents the rationale and conceptualisation underlying the significance of the use of English literature in the quest to improve English proficiency levels of students. The study was premised on the social constructivist and communicative Approaches which are anchored in the Learner Centered Philosophy; a vanguard of Namibia’s epistemology for language learning and teaching. A questionnaire that contained both qualitative and quantitative items was used to gather data. The respondents in general agreed that the study of literature could be used to enhance learner proficiency in the ESL classroom. They agreed that the benefits of literature in an ESL classroom are multidimensional. These benefits include, among others; attainment of pragmatic skills, grammar and vocabulary expansion, extensive reading motivation, intercultural awareness, language skills and critical thinking skills.