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All Journal Journal of English Language Studies LET: Linguistics, Literature and English Teaching Journal JETL (Journal Of Education, Teaching and Learning)
Farisani Thomas Nephawe
University of Venda
Aerospace Engineering Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal of English Language Studies

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Approaches for Deviant English Competence Repair in Written Research Proposals at a Rural-Based University Farisani Thomas Nephawe
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19155

Abstract

Research proposals are the main benchmark for assessing postgraduate students' competence in different disciplines at a university. Nevertheless, writing a research proposal in the English language can be a daunting challenge for both students and their supervisors if they lack grammatical mastery of the language usage. The paper investigated Honours English students’ grammatical competence in their written research proposals. A qualitative research approach was followed because it provides an in-depth understanding of the research topic. Data were collected using students' written research proposals presented in the 2022 academic year in the Department of English, Media Studies and Linguistics at the University of Venda in Limpopo Province, South Africa. A document analysis was used to obtain insights from students' use of English grammar in their written proposals. Three purposively selected students’ written research proposals were scrutinized based on the researcher’s preference. Preliminary and final investigations both revealed students’ deviant English competence. Nevertheless, after employing the 'Humanistic approach-based didactic strategy for rural-based students’ and ‘Discourse-based grammar approach’, research proposal writers’ performance improved preternaturally. Therefore, it is high time that students adhered to the guidelines and procedures for composing an informed research proposal paper.
Analysing Indispensability of Scaffolding Strategies to Enhance the Teaching of English Syntactical Structures to Grade 10 Learners Farisani Thomas Nephawe; Munyadziwa Sylvia Nemakhavhani
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.24837

Abstract

Although numerous research has been conducted on the versatility of the strategies for teaching the English language, studies on the indispensability of scaffolding strategies to enhance the teaching of English syntactical structures are limited. The present study analysed the indispensability of these strategies for improving the synthesis of English syntactical structures at a South African secondary school. A qualitative research approach was adopted to obtain an in-depth understanding of the indispensability of using scaffolding strategies in teaching synthesis of syntactical structures to Grade 10 English First Additional Language (EFAL) learners. The population of this study comprised seven teachers who had more than five years of teaching experience at the secondary school level. Five purposively sampled teachers participated in this study because the researchers did not want to have abnormal findings and discussions. The sample was a true representative of the entire population because learners taught were from the same rural communities and share similar characteristics such as limited exposure to the appropriate use of the English. language. Data were collected using classroom observations and semi-structured face-to-face interviews. Using thematic analysis, a preliminary investigation was conducted on three schoolteachers who were not part of the target respondents and were reluctant to use scaffolding strategies in the classroom. Nonetheless, after applying scaffolding strategies, the respondents performed profoundly. The implication of the present study necessitates the indispensability of scaffolding strategies. This study argues for the constant use of scaffolding strategies in synthesising English syntactical structures.
Co-Authors Matodzi Nancy Lambani Munyadziwa Sylvia Nemakhavhani