Effectiveness of academic writing activities and instruction in an academic literacy writing course at the University of Botswana
| dc.contributor.author | Ntereke, Beauty B. | en |
| dc.contributor.author | Ramoroka, Boitumelo T. | en |
| dc.date.accessioned | 2015-12-21T11:06:04Z | en |
| dc.date.available | 2015-12-21T11:06:04Z | en |
| dc.date.issued | 2015 | en |
| dc.identifier.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) | en |
| dc.identifier.issn | 2047-3265 | en |
| dc.identifier.uri | http://hdl.handle.net/10547/584269 | en |
| dc.description.abstract | 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). | |
| dc.language.iso | en | en |
| dc.publisher | University of Bedfordshire | en |
| dc.relation.url | https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/229 | en |
| dc.subject | academic writing | en |
| dc.subject | student perceptions | en |
| dc.subject | first year university students | en |
| dc.subject | X300 Academic studies in Education | en |
| dc.title | Effectiveness of academic writing activities and instruction in an academic literacy writing course at the University of Botswana | en |
| dc.type | Article | en |
| dc.contributor.department | University of Botswana | en |
| dc.identifier.journal | Journal of pedagogic development | en |
| html.description.abstract | 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). |
