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All Journal Erudio: Journal of Educational Innovation Indonesian Journal of Social Research (IJSR) Research in Social Sciences and Technology
Usadolo, Sam Erevbenagie
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching Adedokun, Theophilus Adedayo; Zulu, Sylvia Phiwani; Awung, Felix Nkwatta; Usadolo, Sam Erevbenagie
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.40

Abstract

Technology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT.
Using a Blended Learning Approach to Encourage Course Interaction in a First-Year Business Communication Module Mdletye, Zizipho; Usadolo, Sam Erevbenagie
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.11

Abstract

The aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.
Organizational Factors Influencing Foreign African Court Interpreting in South Africa Usadolo, Sam Erevbenagie
Indonesian Journal of Social Research (IJSR) Vol 6 No 3 (2024): Indonesian Journal of Social Research (IJSR)
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ijsr.v6i3.434

Abstract

Employee performance is influenced by organizational factors that require careful management by the human resource divisions of organizations. The involvement of human resources divisions is essential for managing court interpreters who require specific skills, such as understanding court hierarchies, proceedings, and discourse, remaining neutral concerning their language choices, and coping with hearing about sometimes horrific events without succumbing to secondary trauma. The organizational factors in the South African courtrooms were examined by interviewing foreign African court interpreters, magistrates, prosecutors, and attorneys. Observations of courtroom proceedings complement data collected through interview methods. The data analyzed show that the majority of foreign African court interpreters have employment on a casual rather than permanent basis, and organizational issues such as standardized employment procedures, in-service training, monitoring, induction, and orientation, amongst other factors, still require significant improvement to ensure quality foreign African court interpreting in South African courtrooms. The research contributes to the literature on human resources management of court interpreting. The implications of the findings and the limitations of the study are discussed.
A SOCIOLOGICAL EXPLORATION OF LANGUAGE LECTURERS' JOURNEY INTO AFRICAN LANGUAGE TEACHING Adedokun, Theophilus Adedayo; Usadolo, Sam Erevbenagie; Awung, Felix Nkwatta
Erudio Journal of Educational Innovation Vol 11, No 2 (2024): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative study explores the experiences of selected lecturers of African languages in South Africa. Through in-depth interviews, the study reveals that apartheid-era segregation shaped early dispositions towards language teaching, while multilingual upbringings sparked interest in African languages, though colonial policies suppressed their use in schools. While post-apartheid policies have promoted the use, teaching and learning of African languages in higher education, lecturers of these languages still face the challenge of lack of institutional support and the unavailability of resources. Using a Bourdieusian theoretical lens, the study shows how broader discourses around language, identity and power manifest in lecturers’ efforts to revalue African language education. Lecturer’s habitus was shaped by familial, sociopolitical and educational contexts orienting them toward language teaching. Furthermore, strategic accumulation of cultural capital through credentials enabled progression into academia. By leveraging social capital via professional networks, they accessed information and advocacy to become lecturers. Within the competitive field of academia, they continuously strove for more prestigious positions and capital. To counter institutional barriers, lecturers have collaborated with language communities to develop localized pedagogies validating indigenous cultures. A key finding is that technology access enabled lecturers to effectively perform roles, publish research, and accumulate capital to advance professionally over time. This study gives voice to lecturers’ multifaceted experiences teaching African languages in South African universities. The findings further provide insights to guide policies and practices supporting marginalized language teaching.
Co-Authors Adedokun, Theophilus Adedayo Awung, Felix Nkwatta Mdletye, Zizipho Zulu, Sylvia Phiwani