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Item Embargo Analysis of punctuation errors committed by Grade 10 learners in English First Additional Language at a private school in Vhembe District of Limpopo Province(2025-09-05) Gayi, Evelyn; Madima, S. E.; Klu, E. K.The study analyses punctuation errors committed by Grade 10 learners at a private school in the Vhembe District of Limpopo Province. It focuses specifically on punctuation mark errors committed by Grade 10 learners in English First Additional Language within the context of transactional writing, which is common both at school level and beyond. There is a concern by teachers and researchers on how and why learners overlook punctuation. Although often overlooked, punctuation plays a crucial role in conveying meaning and ensuring that written texts are clear and understandable. The quality of written work is judged not only on its content but also on the correct use of punctuation—such as capital letters, commas, full stops, sentence construction and paragraph boundaries. The study is guided by the Pause and Effect Theory by Parkes, which posits that punctuation serves as a tool to enhance the understanding of a text and historically received considerable attention from those tasked with correcting manuscripts. A case study design was adopted, employing a qualitative research method with purposive sampling. The total population of the school is 561 learners, from which 51 Grade 10 learners’ texts were purposively sampled. Of these, 20 written texts were randomly selected for detailed analysis in English First Additional Language and to give each individual potential participant an equal chance of participation. These twenty (20) essays texts were analysed using both quantitative and textual analysis to establish learners’ competence in punctuation. The findings were then analysed thematically and statistically. Data were grouped according to themes; presented in tables and compared using percentages. The study found that learners commonly make punctuation errors in their essays. These included misplacement, omission, and unnecessary addition of punctuation marks. The study further revealed contributing factors to these errors: carelessness, writing in haste, confusion, lack of skill and knowledge in using punctuation, lack of motivation and practice, intra-lingual and inter-lingual influences, and most notably, inadequate teaching of punctuation rules by language teachers.Item Embargo Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province(2025-09-05) Nedzamba, Mulalo Hulgar; Sikitime, T. E.; Klu, E. KThe integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts. The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers). The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts. The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society. The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts. The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered. In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them.Item Embargo The dilemmas of womanhood and belonging in a Patriarchal Society: A Stiwanist analysis of Selected Radical Female African Novels(2025-09-05) Mavundadavhi, Ronewa Cherity; Abodunrin, O. J.; Nephawe, M.This study thoroughly examined how African women writers reinterpreted and reshaped the concepts of womanhood and belonging in environments influenced by patriarchal beliefs. Based on the theoretical framework of STIWANISM (Social Transformation Including Women in Africa), the study examined two chosen texts: Woman at Point Zero (1983) by Nawal El Saadawi and The Girl with the Louding Voice (2020) by Abi Daré. These novels were analysed using Stiwanism theory and revealed the psychological and socio-economic effects of systemic gender-based oppression. This study showed how patriarchal systems operated to marginalise and silence women through institutions such as society, family, religion, and government, while also enforcing strict gender roles that limited their womanliness. The selected texts highlighted African women's overlapping challenges in their search for identity, purpose, and belonging through the protagonists’ transitions from voicelessness to empowerment. Woman at Point Zero (1983) illustrated a bold rejection of patriarchal authority by refusing to conform, while The Girl with the Louding Voice (2020) exemplified the empowering influence of education and vocal self-expression in defeating patriarchal oppression. The study confirmed that the goals and objectives were effectively achieved. It was determined that educational access, financial autonomy, and regaining voice were vital tools for breaking patriarchal standards and fostering a renewed sense of belonging for African women in their communities and elsewhere.Item Embargo The Usage of Verbs in argumentative essays of English First Additional Language learners: A case of selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province(2025-09-05) Nyarhi, Olga; Sikitime, T. E.; Klu, E. K.The study examined the usage of verbs in argumentative essays of selected English First Additional Language (EFAL) Grade 7 learners. It aimed to provide practical guidance for educators to enhance verb usage, highlighting common pitfalls and best practices for teaching argumentative writing. The study adopted document analysis to qualitatively analyse the use of verbs in Grade 7 learners’ argumentative essays in selected schools in Mvudi Circuit, Vhembe East District, Limpopo Province. The sample of the study comprised 36 essays from three primary schools. Sampling was done using purposive sampling method. Document analysis using a thematic approach was done. The findings highlight that Grade 7 English FAL learners use a variety of verbs in argumentative essays writings; there is variability in the argumentative verbs used across the three performance categories used in the study; the errors committed in the essays are more prevalent in the below- average category. These include, among others, concord, vagueness, and spelling errors. The recommendations included the teaching of vocabulary, with great focus on argumentative verbs to equip learners to make strong arguments, and raising awareness on the need for learners to develop critical thinking skills, and the responsibilities of different stakeholders in assisting teaching and learning.Item Embargo Family and Nation in Crises: Female characters in Selected Recent South African Novels(2025-09-05) Chauque, Stanisokolo Kaunda; Ndlovu, I.; Masete, DitshegoStudies have shown that representations of young women are articulated through masculine perceptions, especially in recent South African novels. This is evident in many South African literary texts where black female characters are dependent on the writer’s knowledge and views about black women. As a result, many scholars have grappled with the phenomenon of black female representation where authors represent female characters in a biased manner. These representations are contested by many female writers with the call for balanced representations in literary texts. As a result, several female writers have taken to writing fiction in order to address these stereotypes in representation. The urge for balanced representation is an important aspect of novels by female black South African writers. This study examines representations of black female characters by three black female South African writers. The selected novels provide readers with insights into the contested representations of female characters as these intersect with the recent post-apartheid South African moment. The selected novels are Kopano Matlwa’s Coconut (2009) & Period Pain (2017), Angela Makholwa's Blessed Girl (2017) and Cynthia Jele’s The Ones with Purpose (2018).Item Embargo Assessing Final Year Secretaryship and Management Students academic writing proficiency in Ghanaian Technical Universities(2025-09-05) Mensah, Gifty Serwah; Klu, E. K.; Sikitime, T. E.; Demana, N. V.Academic writing plays an important role in the academic discourse community. In all higher education across the world, writing plays an indispensable role because students need to write assignments, examinations, academic reports and field or laboratory reports. Writing is a fundamental skill that underpins students’ academic success in university studies. It is, therefore, expected by lecturers that final-year university students demonstrate adequate writing competences but unfortunately, in Ghana and beyond, many final-year university students are unable to exhibit high levels of competence in their writings. This is because many of them lack the abilities needed to successfully communicate in writing. The primary aim of the study was to assess the academic writing proficiency of final-year university students. The multiple case study design was used for the study. In-depth interviews were used to elicit data from four lecturers and forty final-year students of Secretaryship and Management Studies from four selected Technical Universities in Ghana. Additionally, test scripts were analysed. In analysing the data, thematic content analysis and document analysis were used. Error Analysis, Cognitive Processes Theory, Schleppegrell’s (2004) model of academic written language, and Halliday and Hasan’s framework on cohesion undergirded the study. The interpretivism and constructivism paradigm underpinned the study, and the research approach was qualitative. The study's sample consisted of four (4) lecturers who taught Secretarial English from the Secretaryship and Management Studies Department, forty (40) final-year students conveniently selected from the Department, and sixty (60) examination scripts purposively selected from the same Department of the four selected technical universities. It was found that final- year university students in technical universities in Ghana were not proficient in their academic writing. They committed grammatical, mechanical, content and structural errors. It is recommended that students be given the necessary interventions needed to overcome the challenges identified. Universities and educational systems should integrate academic writing interventions directly into their curricula to effectively address and overcome the widespread challenges students encounter in academic writing.Item Embargo Improving second-year university student teachers paragraph writing skills(2025-09-05) Agbevivi, Shine Lilian Gifty; Klu, E. K.; Sikitime, T. E.; Demana, N. V.This study was undertaken to improve the paragraph-writing skills of second-year university student-teachers. The main research question that guided the study was: How can second-year university student-teachers improve their paragraph writing skills? Specifically, paragraph errors commonly made by student-teachers were examined, challenges encountered in paragraph construction were explored, and the SSHE paragraph improvement model was developed, implemented and evaluated. The study adopted a pragmatic research paradigm and an evaluative action research design, underpinned by Error Analysis Theory and Vygotsky’s Zone of Proximal Development. A mixed-methods approach was employed to collect data from a sample of 57 upper primary student-teachers at the Department of Basic Education, University of Education, Winneba, Ghana. Data were collected through essay tests and structured questionnaires. Inductive thematic analysis was used for the qualitative data, while frequencies, percentages, means, standard deviations, and paired samples t-tests were employed for the quantitative analysis. The findings revealed that student-teachers experienced significant difficulties with paragraph types, structure, and texture. However, following the implementation of the SSHE model, notable improvements were observed in students’ ability to write effective introductory, body, and concluding paragraphs. Additionally, the clarity and cohesion of topic, supporting, and concluding sentences improved, along with the unity, adequacy, and cohesion of their paragraphs. These enhancements led to clearer, more focused, and semantically richer academic writing. The SSHE model was therefore found to be effective in developing student-teachers’ paragraph writing competence and is recommended for integration not only at the tertiary level but also within secondary and basic school curricula. The study carries significant implications for academic writing pedagogy, curriculum enhancement, and the design of writing interventions aimed at addressing paragraph-level writing challenges.Item Embargo Parental involvement in English First Additional Language learning by Intermediate Phase learners from selected public primary schools in the Vhembe District Municipality(2025-05-16) Netshipise, Lufuno; Madima, S. E.The linguistic development of children proceeds from the mastery of the mother tongue to the learning of the second language or rather known as the First Additional Language (FAL). The purpose of this study was to investigate the learning of English First Additional Language (EFAL) by Intermediate Phase learners in selected public primary schools in the Vhembe District Municipality. This study is grounded on two theories called the Social Interaction Theory and Krashen's Second Language Acquisition Theory. The two theories suite well in this study since they address the learning or acquisition of First Additional Language. The study employed a descriptive research design, and a qualitative method was used in data collection and analysis. A qualitative method was considered in the study because it permits openness to ideas, opinions, and views expressed by the participants during data collection. The researcher used non-probability, and its sub-type called purposive sampling method to choose appropriate participants for the study. The population of the study were parents of Grade 4 learners and educators in the selected primary schools at Sibasa Circuit in the Vhembe District Municipality. The study used semi-structured interviews as the method of collecting data. Thereafter, data was analysed using Thematic Analysis, which is relevant to a qualitative study. Research ethics were taken into consideration to avoid some forms of unethical conduct.Item Embargo Representation of Afrophobia Violence on X in South Africa(2025-05-16) Sigama, Nakisani Princess; Chari, T.Afrophobia refers to prejudice, hostility, discrimination, or hatred against individuals and cultures from Africa and the African diaspora. This represents a new form of racism in South Africa. This qualitative study examined the discursive construction of Afrophobia on X (formerly Twitter) specifically focusing on how African immigrants were represented on X, through explicating discourses employed in the representation of African migrants on X, and explaining the possible implications of such social media discourses on society. The study analysed discourses on Afrophobia on X with special posts and reposts on Operation Dudula, a South African pressure group between 2021 to 2024. The study employed an exploratory case study research design which is a methodology that enables an investigation into research questions that have not previously been studied in depth. A software architecture that uses the X application programme interface (API) was used to retrieve relevant posts and reposts that focused on Afrophobia in South Africa. The posts and reposts were further selected through a purposive sampling technique, thematically coded and interpreted using the deductive or inference approach. The study revealed that there were several discourses associated with the “othering” of immigrants of African descent, where they were stereotypically associated with terms such as “illegality”, “criminality”, “invasion”, and “alien”, “dispossession”. The study argues that such discourses of “othering” demonstrate how narratives, language and discourse have practical consequences, but also undermine South Africa’s image on the continental and global stage. The study concludes that Afrophobia discourses in online communities potentially undermine South Africa’s foundational values of Ubuntu and the country’s Pan-Africanist project as well as its democratic cultural values.Item Embargo An investigation into the use of digital media to promote indigeneous African Languages: the case of digital terrestrial television on SABC(2025-05-16) Ramalahla, Sello Keith; Chari, T.; Chauke, F. H.Digital media play an important role in promoting marginalised languages, particularly in the broadcasting sector, where they play second fiddle to English language. The unequal status in South Africa has resulted in increased social isolation and discrimination of indigenous African languages, the erosion of heritage and local cultural identities. Speakers of indigenous African languages have limited choices on television because indigenous African languages are either non-existent or limited on television due to the prioritisation of the English language. On the South African Broadcasting Corporation (SABC) some programs in indigenous languages are ghosted in English to accommodate others who do not understand African languages. Misrepresentation of indigenous African languages has resulted in marginalisation of indigenous languages amongst 24-hour live-broadcast news channels. Linguistic inequality on television and digital media can manifest itself in several ways, such as discrimination or promotion, and unequal access to public services. However, very few studies have focused on how digital media could be leveraged to promote indigenous African languages, particularly in post-colonial contexts such as South Africa. Underpinned by the public sphere model and Jurgen Habermas’s theory of the public sphere, this qualitative study examined the role of digital media in promoting African indigenous languages on the South African Broadcasting Corporation (SABC) Digital Terrestrial Television (DTT). The study focused on how digital media were used to promote indigenous African languages on SABC DTT, how these digital technologies enhanced audience participation on SABC DTT, and the strengths and limitations of these digital technologies as vehicles for promoting indigenous African languages on SABC DTT. Data were collected using a semi-structured interviews with purposively selected 20 participants comprising of five (SABC) officials and 15 members of the audience, participant observation as well as document analysis. Textual data obtained through interviews were thematically coded and presented in narrative form. The study revealed, notwithstanding the limitations associated with these digital technologies, that the use of digital media on SABC DTT to promote indigenous African languages, has been transformative through laying the foundation for the preservation and revival of these languages. This study further argued the integration of digital media for the promotion and continued existence of these languages bridges the gap between the public broadcaster and citizens, thereby enhancing a sense of belonging and public citizenship.Item Embargo Impact of COVID-19 pandemic on the sustainability of community radio stations: the case of Vhembe FM and Makhado FM(2025-05-16) Radzilani, Tshifhiwa StanleyThe study examines how the COVID-19 pandemic has affected the viability of community media in South Africa. Focusing on Vhembe FM and Makhado FM in Limpopo's Vhembe District, it draws on media development and sustainability theories to analyse the negative impacts the pandemic has had on these local media organisations. The research sheds light on the challenges these community outlets face in maintaining their operations and the strategies they've implemented to tackle these issues. Community media are essential in addressing inequalities by providing a voice for marginalised groups and filling the information gaps often overlooked by mainstream media, which is vital for achieving Sustainable Development Goal 10, aimed at reducing inequalities both within countries and globally. A qualitative case study method was employed to conduct this research, gathering insights through detailed interviews and document reviews. Thematic analysis was used to interpret the findings, results, and recommendations were made.Item Embargo Adult's perceptions of the influence of social media on youth: A case study of Matoks Youth in Limpopo Province, South Africa(2025-05-16) Mapasha, Minkie Ngokoana; Mabika, M.; ChaukeSocial networking has become a common international trend that has spread its reach to almost every corner of the world. The use of social media sites has evolved into an online platform where people create content, share it, bookmark it and network at a prodigious rate. Among the prominent users of social media are the youth. This study explored the perception of adults on the influence of social media on youth behaviour change in Matoks, Limpopo Province. The research sample consisted of eighteen (18) respondents, both nine (9) males and nine (9) females, whose ages ranged between 36 and 39 years, who owned mobile phones and who had social media accounts, which enabled them to see what the youth in Matoks are doing compared to what they are exposing themselves to and/or posting on social media. Purposive sampling was adopted to sample the study population members. The method used to collect data was the semi-structured interview. The study found that social media has both positive and negative impacts on youth behaviour change of the young people in Matoks, depending on users’ interests and how they use social media. These findings showed that young people in Matoks use social media platforms such as TikTok, WhatsApp and Facebook to communicate with their friends and families, whereas some use them to receive updates, recent vacancies and news update. The study also found that social media enables young people in Matoks to stay up to date, produce content, and even take part in social activities related to causes that are important to them, including racial justice and climate change. On the contrary, other findings revealed that social media use affects the mental health of the young people in Matoks negatively.Item Embargo Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University(2025-05-16) Nemakhavhani, Munyadziwa Sylvia; Lambani, M. N.; Nephawe, F. T.Academic writing in higher education poses various challenges for South African students learning English as a second language. The students' limited competence to use idiomatic expressions effectively is a significant challenge. This study evaluated third-level second-language students' proficiency in using idiomatic expressions at a South African university. The population for this study comprised 104 third-level English major students at the University of Venda. Systematic sampling was used to obtain 104 participants for quantitative data collection because it gave all members of the larger population an equal chance of participation. Purposive sampling was utilised to select 20 participants for collecting qualitative data based on the study objectives and what the researcher hoped to find. The study adopted a mixed-method approach to collate the findings from each of them. For quantitative research, the researcher administered a questionnaire in the form of a standardised test using multiple-choice and fill-in-the-gap tests to collect data from students. For qualitative research, students wrote an administered academic task in essay form to gain a deeper understanding of their proficiency with idiomatic expressions. The study used Statistical Package for Social Sciences (SPSS) Version 27 Software to analyse quantitative data because of its feasibility. For qualitative data, thematic analysis was employed because it packaged and used codes from students' transcripts. The study found that students were incompetent in using idiomatic expressions since no question recorded 100% of the correct entries, although some were competent. The implication of this study is that English third-level students struggle with understanding and applying idiomatic expressions effectively indicating that idioms are challenging for learners due to their inherent non-literal meanings and cultural contexts. However, the study limitation was a time factor since the study was conducted only within the stipulated period. Teaching idiomatic expressions should be enhanced by incorporating varied teaching strategies to foster students’ engagement and deepen their understanding.Item Embargo Exploring digital strategies used for English First Additional Language reacting by Grade 4 teachers: A case of Thohoyandou Cluster(2025-05-16) Mulaudzi, Israel Creleanor; Lambani, M. N.; Klu, E. K.; Nephawe, F. T.This study, grounded in the pragmatist paradigm, employs a mixed-methods approach underpinned by both positivist and interpretivist paradigms to investigate digital strategies for teaching English First Additional Language (EFAL) reading to Grade 4 learners in the Thohoyandou Cluster. A convergent parallel design was used to integrate quantitative and qualitative findings. The study is framed by the Technology Acceptance Model (TAM), alongside Shulman’s Pedagogical Content Knowledge (PCK), Vygotsky’s sociocultural theory, Constructivist Learning Theory, and Cognitive Load Theory. Its aim was to explore how digital strategies can help address EFAL reading difficulties. One hundred Grade 4 EFAL teachers completed questionnaires for the quantitative phase, while ten teachers were purposively selected for semi-structured interviews and classroom observations in the qualitative phase. Data analysis involved SPSS Version 29 for quantitative data and thematic analysis for qualitative data. Findings suggest that digital strategies enhance learner engagement and language proficiency, contributing to a more dynamic and inclusive EFAL reading programme. However, systemic difficulties such as limited digital infrastructure and insufficient teacher training hinder full implementation. The study recommends that policymakers invest in targeted professional development to build teachers’ digital and pedagogical skills.Item Embargo Evaluating punctuation marks mastery by Grade 12 non-native English Home Language learners in Independent schools in the Mopani East District(2025-05-16) Ticharwa, Addmore; Lambani, M. N.; Nephawe, F. T.The present study aimed to investigate the use of punctuation marks by Grade 12 non- native English Home Language (EHL) respondents, focusing on six Independent High Schools in the Mopani East District. A mixed research approach combining quantitative and qualitative research was used because it strengthens the validity and the dependability of data. Purposive sampling was employed to sample respondents for quantitative data collection, as all 127 respondents participated. For the qualitative part, systematic random sampling was utilised to select respondents to obtain an unbiased representation of the total population. Therefore, the sample constituted 20% (26) of respondents enrolled in the 2023 academic year. For the quantitative part, the researcher mobilised a standardised test based on the punctuation of an anonymous and unpunctuated text to identify areas where respondents are competent or not. For the qualitative part, data were collected from the written essays to understand the respondents’ use of punctuation marks. The study employed pragmatism, a combination of positivism and interpretive paradigms, to measure quantitative data and develop a holistic analysis of qualitative data to incorporate numerous relevant factors into the study. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS) Version 28 Software owing to its latest enhancements to improve data management. Qualitative data was analysed using content analysis to clarify, refute, and substantiate the results from the written essays to prevent bias. The findings are envisaged to benefit English Home Language (EHL) respondents, teachers, and curriculum designers by enhancing the body of knowledge regarding the appropriate use of punctuation marks.Item Open Access Investigating the use of conjuctions in essay writing by selected second-level non-native English students at a South African University(2023-10-05) Ligege, Mutshidzi; Lambani, M. N.; Nephawe, F. T.; Demana, V.In academic writing, writers must use appropriate language to articulate their ideas. This includes using appropriate conjunctions to present a comprehensive and logical piece of written work. Therefore, this study investigated the use of conjunctions in essay writing by selected second-level non-native English students at a South African University. The research adopted a mixed method approach because the researcher could combine the findings from qualitative and quantitative approaches. A quantitative approach was used because it uses numbers and percentages, while the qualitative approach identifies an in-depth understanding of a particular phenomenon. Quantitatively, 52 students constituting 20% of the 261 entire population of the University of Venda second-level non-native English students participated in this study. A random sampling technique was used because it gave an equal opportunity for the students to participate in the study. Data were collected using a questionnaire instrument. A Statistical Package for Social Sciences Software Version 22.0 was used due to analyse quantitative data due to its ability to identify trends and patterns of the findings. Qualitatively, further sampling of 10 students was purposively conducted based on the researcher’s judgment. A document analysis was used to collect and manually analyse themes emerging from the participants’ written essays. The study found that the majority of the participants were competent in the use of subordinate conjunctions, coordinate conjunctions, and conjunctive adverb conjunctions. However, they experienced difficulties in the use of correlative conjunctions because they could not produce coherent and cohesive written essays. The present study recommends writing and frequent practice of the use of conjunctions by selected second-level non-native English students at a South African University.Item Open Access Register competence in academic writing: a case study of Third-Level English Students at the University of Venda, Limpopo Province(2023-10-05) Zitha, Innocent; Lambani, M. N.; Bvuma, V.The use of unsuitable registers has been a critical concern with students at universities, colleges, and in English Second Language (ESL) contexts. While the appropriate use of registers is essential for coherent spoken and written discourses. However, students in ESL contexts seem to encounter difficulties in the use of appropriate registers due to various factors. The purpose of this study was to explore register competence among third-level students specialising in English Didactics at the University of Venda. The participants were 15 third-level students in the academic year of 2020. This study employed a case study design with a focus on the qualitative research method and a critical discourse and thematic analysis were employed as methods of data analysis. This study adopts a prescriptive grammar in the evaluation of the register competence. The findings of this study reveal that the register knowledge and its suitable usage among the selected third year-level student educators appeared to be an obstacle to their academic writing due to the variations in the use of the five distinct registers, namely, static, casual, intimate, informal, and formal. Furthermore, the following features were present in student educators’ written work, namely, passive voice, lack of parallel structure, colloquialism, slang, use of personal pronouns, and phrasal verbs which are mostly considered inappropriate features for academic writing. Academic writing should be given extensive attention in English curriculum content such that the students master the appropriate writing style and register usage. The pedagogical implications from this study are that the lecturers teaching English second language should enlighten the student educators with appropriate knowledge to enable them to use registers appropriately and advance students’ understanding of differences in the English language registers. This would pave the way for possible research arenas, and strategies to mitigate the inappropriate use of registers.Item Open Access Aspects of Written English Language Errors Made by Level-One Students in a South African University(2023-05-19) Demana, Vincent Ndishunwani; Klu, E. K.; Maluleke, M. J.; Kaburise, P.Several researchers have raised concerns regarding the perpetual decline of the standard of English proficiency of South African university students in their written production. To be able to cope with university studies and everyday communication in English, a student must have the required proficiency in English language usage for tertiary education. Majority of them, however, still produce erroneous English utterances in their oral and written performances. As a result, this study was intended to investigate the errors in a corpus of essays written by level-one students at a South African university. To achieve the objectives of the study, fifty (50) essays written by level-one students who had registered for English Communication Skills (ECS1541) in the 2021 academic year were analysed. Cluster sampling was used to select the research participants. The study adopted document analysis technique in which data were collected by means of an essay task on a given topic. The study adopted a combination of the Linguistic category and the Surface structure taxonomies to allow a more comprehensive examination and description of errors from different analytical perspectives. The findings revealed that the students committed a total of 445 errors in their written productions. They were errors of omission (41.35%), addition (26.29%) and misformation (32.36%).These errors were further broken down to the following language aspects: copula ‘be’ and other auxiliaries 92 (21%), third person singular 81 (18%), pronoun 79 (18%), preposition 62 (14%), plural marker ‘-s/-es’ 59 (13%), article 32 (7.2%), coordinating conjunction ‘and’ 16 (3.6%), apostrophe ‘s and possessive ’s 14 (3.1%) and past tense markers 10 (2.2%). The possible causes of errors committed were ascribed to a variety of factors including cross- linguistic differences between English and the students’ L1, overgeneralisation, carelessness on the part of the student, insufficient mastery of the English language system and hypercorrection resulting from the students’ strict observance and over-caution regarding the English language structure. Based on the study findings, the study recommends strategies that may offer invaluable insights to English language teachers, module facilitators and curriculum designers operating in similar contexts.Item Open Access Attitudes of youth towards television news broadcast in the indigenous african languages: the case of students at the University of Venda(2022-07-15) Sathekge, Suzan Manki; Chari, T,; Makananise, F. O.; Madima, S. E.On average, youth in South Africa are more inclined to watch and listen to news broadcast in English language than in indigenous African languages. This trend is likely to contribute to underdevelopment, and extinction of the indigenous African languages in South Africa. However, these concerns are based on casual observations rather than scholarly investigations. This study explores attitudes of the youth towards news broadcast in indigenous African languages at the University of Venda in Limpopo Province, South Africa. An exploratory sequential mixed method was utilised to firstly establish trends in attitudes of youth towards news broadcast in African indigenous languages and later explain the underlying reasons for the language preferences. A self-administered questionnaire was used in the first phase and focus group discussions were used in the second phase to collect data from purposively selected students in the School of Human and Social Sciences at the University of Venda in Limpopo Province, South Africa. Quantitative data was analysed descriptively through Statistical Package for Social Sciences version 26 while qualitative data were analysed using Thematic Content Analysis. The study revealed that most youth are inclined to watch news broadcast in the English language because of the perceived benefits and content richness. On the other hand, news broadcast in African languages were shunned due to limited socio-economic benefits associated with these languages. The study provides important insights into possible strategies for enhancing promotion of indigenous African languages in South Africa through further their development and incorporation into the socio-economic practices.Item Open Access Misappropriation of adjectives by Grade 7 non-native English language learners: A case study of four independent rural primary schools in Manombe Circuit, Mopani District(2022-07-15) Ticharwa, Addmore; Lambani, M. N.; Bvuma, V. T.The study aimed to present an analysis of adjective errors committed by Grade 7 non-native English Home Language Learners, with a special focus on independent rural primary schools in Man’ombe Circuit, Mopani District. Grade 7 is the transitional grade from senior primary phase to high school which serves an important function of preparing learners for further education and training (FET) studies. A mixed research approach (qualitative and quantitative) was used. For the qualitative approach content analysis was employed to collect data, while for the quantitative approach, data was gathered using a standardised test. The population was eighty-one (81) Grade 7, non-native learners ofEnglish Home Language, both as a subject and as the medium of instruction, in four independent schools in Man’ombe Circuit. The participants were selected using systematicrandom sampling and they comprised 25% of the population (20 learners). Boththequantitative and qualitative data show that the errors committed by non-native English Home Language learners were predominantly morphology, comparative degree and adjective identification errors.The quantitative data showed that errors on the use of similar-sounding words (homonyms) (for example, further/ farther), syntactic errors, morphology errors as well as errors in the use of semantically-similar words (latter /last) recorded the highest number of errors, compared to errors on adjectives of quantity, possessive pronouns and adjectives of quality that recorded the least number of errors. The qualitative data showed that the errors made by the participants in this study were mostly morphological and errors on the formation of comparative degree adjectives. In this study, the errors were brought about by both inter-lingual and intra-lingual transfer. The study should be relevant for learners who should be advised to make brief summaries of grammatical rules governing the use of adjectives to improve their written and spoken English. It is also essentialfor learners to be conversant with grammatical rules governing the morphology of adjectives and encourage them to internalize and make use of them when they speak and write. Learners are also advised tofamiliarise themselves with adjective error they commit so that they can work towards the avoidance of such errors.