Crossing boundaries in L2 writing development: a study of first-year academic writing students
Date
2018
Authors
Motlhaka, Hlaviso Albert
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The study investigated the influence of Sepedi language in English writing and examined
the rhetorical patterns of both Sepedi and English writing. The purpose of the study was to
investigate possible ways in which L2 writers are given opportunities for HE, premised upon
inclusion and diversity in accommodating their L1 (Sepedi language) for creative self-expression
and socialization in English academic writing. The study used mixed method approach with
sequential explanatory design to quantitatively and qualitatively investigate the rhetorical practices
of L2 writers with Sepedi language background and evaluated the effectiveness of a socioculturally
based intervention programme. The population consisted of 84 first-year students in the
age range of 18 to 30, registered for English Communication Skills (ECS 1541) module in the
School of Human and Social Sciences who were randomly selected due to Sepedi as their first
language. Non-probability and probability sampling procedures were used to generate the sample
as well as purposive and convenient sampling due to the qualities respondents possess in terms of
Sepedi as their home language. Data was collected through questionnaires, essays, both focus
group and semi-structured interviews to gain different perspectives and draw attention to different
factors that affect the first-year students’ rhetoric practices of academic writing in both English
and Sepedi. Quantitative data was analyzed using the SPSS Software version 24 through
descriptive statistics and inferential statistics. Qualitative data was analyzed using inductive
thematic analysis to develop a framework of the underlying structure of experiences or processes
that are evident in the raw data as L2 writers traverse from Sepedi to English academic writing.
The results revealed that the use of Sepedi and English in academic writing created positive
experiences in which multilinguals intermingle linguistic features to naturalize epistemic access
and identity affirmation to develop ideas and produce text content and organization. Furthermore,
the results of this study ignited and restored the L2 writers’ confidence on the true worth of the
essential principles behind African ways of thinking to encourage critical thinking, pride in
embracing their linguistic repertoires in Sepedi in facilitating L2 writing. This study recommends
that teachers should create a learning environment which allows L2 writers to use different
languages in their essays to lessen the impact of cultural barriers by raising students’ awareness of
cross-cultural contrastive rhetoric and facilitating their academic writing in the target language. It
also recommends that teachers should use sociocultural writing strategies to advocate knowledge
as experimentally and socially based wherein students reflected and shared their experiences of
writing in both languages.
Description
Thesis submitted in fulfillment of the requirements for the degree of
Doctor of Philosophy
in
Applied Language and Literacy Education
Faculty of Humanities
School of Education
University of Witwatersrand,
Johannesburg, South Africa
July, 2018