Lambani, M. N.Nephawe, F. T.Nemakhavhani, Munyadziwa Sylvia2025-08-192025-08-192025-05-16Nemakhavhani, M.S. 2025. Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University. . .https://univendspace.univen.ac.za/handle/11602/2863M. A. (English Language Teaching)Department of English, Media Studies and LinguisticsAcademic 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.1 online resource (viii, 180 leaves): color illustrationsenUniversity of VendaAcademic writingUCTDEnglish Second LanguageFigurative languageIdiomatic expressionsParadigm proficiencyDissertationNemakhavhani MS. Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University. []. , 2025 [cited yyyy month dd]. Available from:Nemakhavhani, M. S. (2025). <i>Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University</i>. (). . Retrieved fromNemakhavhani, Munyadziwa Sylvia. <i>"Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University."</i> ., , 2025.TY - Dissertation AU - Nemakhavhani, Munyadziwa Sylvia AB - 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. DA - 2025-05-16 DB - ResearchSpace DP - Univen KW - Academic writing KW - English Second Language KW - Figurative language KW - Idiomatic expressions KW - Paradigm proficiency LK - https://univendspace.univen.ac.za PY - 2025 T1 - Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University TI - Evaluating proficiency in using idiomatic expressions in academic writing by Third Level Second Language English Students at South African University UR - ER -