First-year English Additional Language students' insight and attitudes on blended learning methods in academic writing.
Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Co...
| Publicado en: | Literator Vol. 45; no. 1; pp. 1 - 8 |
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| Autores principales: | , , |
| Formato: | Artículo |
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African Online Scientific Information System PTY LTD
2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=182191771&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 182191771 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02582279 G1C jtl: Literator issn: 02582279 maglogo: N pubinfo: dt: 2024 vid: 45 iid: 1 pid: 56831 pub: African Online Scientific Information System PTY LTD artinfo: ui: 182191771 10.4102/lit.v45i1.2016 ppf: 1 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P size: 828KB tig: atl: First-year English Additional Language students' insight and attitudes on blended learning methods in academic writing. aug: au: Meyers, Fabian A.W. Smith, Cornelia Cekiso, Madoda affil: Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa su: English as a foreign language English language Academic discourse Information & communication technologies Student attitudes sug: subj: English as a foreign language English language Academic discourse Information & communication technologies Student attitudes keyword: English as a second language English first additional language face-to-face learning first-year students student attitudes TVET institution understanding blended learning ab: Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. Contribution: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Literator is the property of African Online Scientific Information System PTY LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Literator holder: African Online Scientific Information System PTY LTD dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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