Addressing poor written language skills: An integrated design-based approach.
Kotzé, Rachie
Kotzé, Rachie
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Abstract
Poor written language skills amongst first year language students at the Department of Applied Languages at Tshwane University of Technology in South Africa inspired an investigation into an integrated approach for improving these skills. The approach needed to take into account that regular within-class intervention, extra classes and language-specific academic support courses were not practicable at the time. An innovative interdisciplinary learning design, including constructionism, peer assessment, CALL, authentic learning, a process approach to writing, as well as motivational strategies, had therefore been developed by consulting the relevant literature. Thereafter the design had been tested as is necessary for a design research approach. Further iterations for the refinement of the design were not entered into in this first pilot cycle, as the viability of such an investigation had to be determined first. Students showed a highly significant improvement in their written language skills and a noteworthy improvement in their editing skills. The results had further shown that the integrated approach is relatively easy to adopt, is sustainable in future and is also cost-effective. Future iterations would therefore not only be viable, but also profitable for the department.
Description
Submitted in partial fulfilment of the requirements for the Degree Magister Technologiae: Language practice (call) in the Department of Applied Languages Faculty of Humanities at the Tshwane University of Technology.
Date
2007-06-01
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Tshwane University of Technology
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Keywords
Integration, Interdisciplinary, Process Approach, CALL, Constructionism, Peer Assessment, Authentic Learning, Motivation, Design Research, Writing Skills