Effectiveness of academic writing activities and instruction in an academic literacy writing course at the University of Botswana
Affiliation
University of BotswanaIssue Date
2015Subjects
academic writingstudent perceptions
first year university students
X300 Academic studies in Education
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The purpose of this paper is to report on the University of Botswana undergraduate students’ and lecturers’ perceptions of the effectiveness of academic writing activities and instruction given in Communication and Academic Literacy Skills (COM112) academic writing module. Students (n= 46) and lecturers (n=2) who have taught the course were probed through a questionnaire adapted from (Krause, 2001) on their instruction and assessment of the course. Fifteen (n= 12) Students were also interviewed in a focus group. The data obtained indicated that students and lecturers held different perceptions about the effectiveness of the academic writing activities and instruction. These results have implications for classroom pedagogy in that lecturers need to consider the perceptions and needs of students (Nunan, 1989) if they are to fully adopt a learner centred approach to learning and teaching that is suggested by the University of Botswana (UB) Learning and teaching policy (2008).Citation
Ntereke, B.B., Ramoroka, B.T. (2015) 'Effectiveness of academic writing activities and instruction in an academic literacy writing course at the University of Botswana' Journal of pedagogic development 5 (3)Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/229Type
ArticleLanguage
enISSN
2047-3265Collections
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