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All Journal Journal of English Language Studies Journal of English Language Teaching and Linguistics
Vincent Ndishunwani Demana
University of Venda
Education Languange, Linguistic, Communication & Media

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An Assessment of The English Reading Comprehension Strategies Utilized by Level-One Students at A South African University Vincent Ndishunwani Demana; Mzamani Johannes Maluleke; Ramos Asafo-Adjei; Thifhelimbilu Emmanuel Sikitime; Ernest Kwesi Klu
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.22570

Abstract

The researchers examined the approaches employed by first-year students at a university in South Africa to comprehend English reading material. The study used a combination of quantitative and qualitative research methods, involving 309 first-year students from various departments who were taking the English Communication Skills course. Data was gathered using a self-administered questionnaire, the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey. The researchers used descriptive statistics, such as frequency, percentage, mean, standard deviation, and usage level, to analyze the frequency of each reading strategy. The findings underscore the significance of offering guidance on reading comprehension strategies to assist first-year students in managing the rigorous academic demands of university and to teachers and lecturers in helping their students learn to become constructively responsive and thoughtful readers, which will promote academic reading skills and ultimately enhance academic achievement.
Spelling Problems and Teaching Strategies for Student Teachers at a South African University Vincent Ndishunwani Demana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1732

Abstract

Spelling competence is critical in academic writing, particularly for English student teachers who are expected to serve as role models of accurate language use in their future classrooms. At the South African university, many Level One English Student Teachers enter higher education with spelling challenges that affect both their academic performance and professional identity. This study investigates spelling problems and effective teaching strategies to overcome the problem. Employing a qualitative research approach, the study collected data through classroom observations, semi-structured interviews with lecturers, focus group discussions with students, and analysis of students’ written work. The findings revealed that spelling challenges were mainly influenced by phonological interference from learners’ home languages, limited familiarity with written English, and inadequate prior instruction in spelling rules. Effective interventions identified in the study include explicit spelling instruction, phonics-based approaches, fostering morphological awareness, peer-assisted learning, and the integration of digital tools. The study recommends incorporating structured spelling instruction into English Education modules to enhance student teachers’ writing accuracy, build their professional confidence, and equip them with the skills needed to teach spelling effectively in South African schools.
Co-Authors Ernest Kwesi Klu Mzamani Johannes Maluleke Ramos Asafo-Adjei Thifhelimbilu Emmanuel Sikitime