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Effectiveness of academic writing activities and instruction in an academic literacy writing course at the University of Botswana

  • Beauty B. Ntereke
    ,
  • Boitumelo T. Ramoroka
Research Output: Contribution to journal Article Peer-review

Open access

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).

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 2015

Publication status

Published - 2015

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/584269

Access to documents

229-607-1-PB.pdf, opens in new tab
Final published version, 231.55 KB