Instilling an Investigative Culture in Language Learning
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Skills , Investigative culture , Language , Learning , Proficiency
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14208 , vital:79158 , DOI: https://doi.org/10.5430/wjel.v13n7p408
- Description: To be proficient when learning a language, one needs to have an instilled culture to investigate and probe deeper into diversities of the underlying language aspects. An investigative culture and improved critical thinking skills during language learning requires a multifaceted approach that involves both the teacher and learners to engage cooperatively. When this culture has been instilled, teachers can impart to learners skills to analyse information and evaluate sources, yet, drawing conclusions based onevidence. This paper had its main aim of investigating whether instilling an investigative culture can enhance language learning for improved comprehension skills. For this investigation, a qualitative approach was applied and entrenched in a case study design where five conveniently sampled university English language teachersas initiators to implant an investigative culture to enhance language learning were nominated as participants. To collect data, semi structured interviews were administered and this assistedto have better understanding of the underlying factors caused by lacking culture to investigate matters for enhanced language learning. From this study it was divulged that (i) enhanced research skills and (ii) improved memory retentionwere themajor findings as outcomes of an instilled investigative culture when learning languages. It is concluded and recommended by this paper that an investigative culture in language learning can lead to improved language proficiency, with established criticalthinking skills that can help to enhance research skills, thereby preparing learners for real-world encounters.Keywords: skills, investigative culture, language, learning, proficiency.
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- Date Issued: 2023
Organisational Capacity for Learners: Let Them All Speak and Write
- Authors: Makena, Bulelwa
- Date: 2023
- Subjects: Proficiency , Comprehension , Inclusive learning , Organizational capacity , Language development , Spoken and written texts
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14260 , vital:79172 , DOI: https://doi.org/10.31435/rsglobal_ijitss/30122023/8082
- Description: In classroom situations encouraging learners to holistically engage in spoken and written tasks in English language learning with characteristics of being additional and unfamiliar, is equated to enhancing learning environment, thereby fostering individualand collective growth. For organizations to inspire recipients with speaking and writing abilities, this leads to innovative solutions. This paper seeks to inquire whether fostering opportunities in an organizational capacity for learners to engage in speaking and written activities have any significant importance towards enhanced language development. Underpinning this inquiry is a qualitative research approach with a case study design to explore key characteristics of the studied case. To gather data, five conveniently nominated participants were identified from a rurally located institution of higher learning. Semi-structured interviews led to a thematic analysis of gathered data. Findings revealed that through consistent engagements in spoken and written texts (i) there were improved communication skills and (ii) the development of an inclusive learning environment. The study concludes that when learner communication skills have been refined, this is tantamount to academic excellence with recommendations that individual learner contributions should be valued as inclusion promotes mutual responsiveness among teachers and learners not only in language learning but across all subjects underpinning curriculum.
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- Date Issued: 2023
The Impact of Linguistic Constituencies on Language Profiency
- Authors: Makena, Bulelwa , Matiso, Hilda Nomasomi
- Date: 2023
- Subjects: Proficiency , Linguistic , Constituencies , Diversity
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14252 , vital:79170 , DOI: https://doi.org/10.38159/ehass.20234134
- Description: This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semistructured interviews generated rich thematically analysed data as they contained openended types of items…
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- Date Issued: 2023