Department of Modern Foreign Languages

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Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector
(Stellenbosch : University of Stellenbosch, 2009-03) Coetzee, Renee Wilma; Bergman, E. K.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
A blended-learning approach to strategy training for improving second-language reading comprehension in South Africa
(Stellenbosch : Stellenbosch University, 2008-03) Klapwijk, Nanda Maria; Du Toit, R. O.; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.
Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language
(Stellenbosch : Stellenbosch University, 2013-03) De la Rouviere, Jeremiah Daneil; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
An evaluation of the feasibility of using Moodle to develop an online learning program for the Grade 12 Literature component of the First Additional Language syllabus in South Africa
(Stellenbosch : University of Stellenbosch, 2011-03) Van Rooyen, Marinda; Bergman, E. K.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations.
An examination of the effectiveness of a digital tool as an intervention measure to improve the reading comprehension skills of high school learners
(Stellenbosch : Stellenbosch University, 2012-03) Brand, Irene; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages
ENGLISH ABSTRACT: The current level of literacy in South Africa is cause for concern. The Annual National Assessment of Literacy and Numeracy, conducted nationally by the National Department of Education of South Africa, shows that only 28% of Grade 3 learners and 35% of Grade 6 learners passed these tests in 2011 (Department of Basic Education (a), 2011). According to the policy on progression and promotion issued by the National Department of Education, learners may only be retained once in a phase, which means that these learners may lack essential academic literacy skills when they reach high school. The main concern addressed in this thesis is whether high school teachers can help improve academic literacy by using reading comprehension software, like Reading Rocket, as an intervention tool to help learners who struggle with reading comprehension, and whether Reading Rocket is in fact an effective program to use for such purposes. This study was conducted by using data from one school within the Western Cape which has been using Reading Rocket for the past three years. Use of the program forms part of their timetable, and Grade 8 and 9 learners spend twice per cycle working with the program. Learners are first tested on entering Grade 8 and group reports are retrieved from the program each term to monitor their progress. These reports give a summary of the reading level, the percentage gained in the reading exercises, reading speed in w.p.m and a spelling score in percentage. This data was used to compile a summary of the results obtained over six terms Term 1 2010 until Term 3 2011. These results were compared with quarterly classroom (paper‐based) comprehension and language tests in order to determine is a correlation between the program data and the paper‐based test data. There is no control group for this study as all the Grade 8 and 9 learners use the program. There is no conclusive evidence that the program is an effective intervention tool, but findings show a positive correlation between program data and paper‐based test data which indicates that the program may be used as a tool to determine on what grade level learners read. Given the numerous responsibilities and duties of teachers, it is essential that they are given an effective measuring tool for literacy and because computer software is essentially objective and time‐effective in provide results, using computer technology for such purposes may be part of a solution to improve literacy in South Africa.
An investigation into the contribution of mobile-assisted language learning to the acquisition of English as a second language in Rwanda
(Stellenbosch : Stellenbosch University, 2015-11-25) Uwizeyimana, Valentin; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Modern Foreign Languages.
ENGLISH ABSTRACT : In developing and developed countries, a foreign language can be used as a second language, and be attributed various functions and statuses such as being an official language, and being used as a language of instruction at some, or all, levels of education. In Rwanda, one of East Africa’s developing countries, for example, English has gained the status of official language and is used as a language of instruction at all levels of formal education. In this context, the successful acquisition of English can contribute to Rwandans’ advancement both academically and professionally. Different theories and hypotheses have been introduced to explain how a second language can be successfully acquired or learnt. Some of them, such as the input hypothesis, constructivism and connectionism, state that second language acquisition or learning occurs when a learner is exposed to rich, regular and comprehensible input. According to these theories, the main problem that most second language learners face is the lack of a relevant input. Despite being a young field of research, mobile-assisted language learning has the potential to overcome this problem and, therefore, to contribute to the performance of second language learners and users, either in their studies or in other activities in which they are required to use the second language. With the integration of mobile-assisted language learning and second language acquisition theories, this research focused on the acquisition of English as second language in the context of a developing country. In addition to making a contribution to the available literature in the field, the objective of this research was to examine the extent to which using mobile technological devices can contribute to the successful acquisition of English at university level by exposing the students to rich and comprehensible input.
An investigation into the effect of mobile poetry-based instruction on the literacy levels of Grade 8 English first additional language learners within the South African rural context : a case study
(Stellenbosch : Stellenbosch University, 2013-03) Bezuidenhout, Marianne M.; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classrooms, and a dearth of resources and textbooks in rural South Africa, led to the conception of this study. The objective was to ascertain the viability of incorporating web- and mobile technology based instruction to enhance the English literacy levels of Grade 8 (Senior Phase) students within the South African rural context. The study showed that there was a significant improvement in the participants’ reading comprehension, visual comprehension and writing skills. The encouraging results of this study indicate that web-based mobile instruction can indeed improve the literacy levels of learners from remote and disadvantaged communities. The implications of these findings for literacy development and emerging literacy development in rural communities are discussed in the final chapter of this thesis.
An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University
(Stellenbosch : University of Stellenbosch, 2009-03) Marais, Fiona C.; Bergman, E. K.; Van Dyk, T. J.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
Concern surrounding the low levels of academic literacy amongst incoming first year students has prompted universities and other tertiary education institutions in South Africa to implement tests of academic literacy. At Stellenbosch University, the English version of this test is known as TALL (Test of Academic Literacy Levels) and was developed to assess reading and writing abilities in an academic context. The results are used to ‘stream’ students into programmes which assist them in acquiring the various skills deemed necessary for their academic success. This study examines, on the one hand, the significance of listening in the assessment of academic literacy levels; on the other hand, it explores the potential for an academic listening test (ALT) to assist TALL in more accurate screening of students, particularly the borderline cases. The design and operationalisation of ALT is based on the theories and approaches of several researchers in the field. The study began with the compilation of the test specification and design of ALT. This was followed by empirically piloting a project where qualitative data concerning the validity of ALT was collected by means of a questionnaire. The next phase involved assessing the academic listening competency of a sample of first year university students. This assessment comprised an initial test administration followed by a second administration of the same test a month later in order to ascertain consistency of measurement over a period of time. The quantitative results obtained from both administrations were then statistically analysed to determine the reliability and validity of ALT. The final phase of the study involved the correlation of these results with those of TALL to determine the level of criterion-related validity as well as to establish whether ALT could be a useful added dimension to TALL.
An investigation into the validity of mobile technologies as a support structure for first year students studying German as a foreign language in a South African context
(Stellenbosch : University of Stellenbosch, 2011-03) Stander, Alison Gretchen; Bergman, E. K.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages.
ENGLISH ABSTRACT: The high penetration rate of mobile devices all over the world, and especially in South Africa, has significantly increased the relevance of Mobile Assisted Language Learning (MALL). The objective of this study is to ascertain the viability of incorporating MALL technology to enhance the language learning experience of South African university students who are studying a foreign language. The students enrolled for the beginners’ German course at Stellenbosch University served as participants in this study, and surveys and interviews were used to establish their exposure to mobile devices, as well as their experiences in relation to the incorporation of Short Messages Service (SMS) into their German course. The results indicate that although the vast majority of students are mobile device owners, only a few students will embrace the idea of using these devices to improve their language skills without any incentive. Without constant motivation and encouragement to use mobile technologies, and the willingness from everybody involved in both teaching and learning a foreign language, mobile technology as a support structure cannot be implemented successfully.
n Ondersoek om die waarde van tegnologie by die verwerwing van leesvaardighede te bepaal
(Stellenbosch : Stellenbosch University, 2008-03) Crouch, Avril J.; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. Modern Foreign Languages.
ENGLISH ABSTRACT: Reading is one of the most important skills that learners need to acquire in school because they read to learn. From their first school year, it is expected from learners to be good readers and to understand what they are reading. Reading in effect forms the basis for the learning process in the educational system. Research in South Africa shows that an enormous number of primary and high school learners are not able to read sufficiently to perform satisfactorily in their schoolwork. Further studies also show that the reading skills level of 72% of all underachievers in schools are 4 years below the expected performance level. These poor reading performances have huge implications for educators, specifically because of the relationship between reading and learning. This study was undertaken to address this problem, whereby an integrated computer reading program was designed to be implemented complementary to the traditional reading method in the classroom. The purpose of this research study is to establish the value of technology in the acquisition of reading skills of learners in Gr 10 Afrikaans First Additional Language. A literature study was undertaken whereby information was gained regarding existing studies in research about reading and computer reading. A non-emperical study was undertaken whereby an experimental and control group took a pre-test, after which the experimental group was exposed to the computer reading program. During this time, the group was observed in their natural learning setup. After exposure to the program, both groups took a post-test. The research findings show significant evidence of progress in the reading comprehension skills of both groups. However, the same amount of progress is detected in the the comprehension skills of the control group. This is evidence that the progress of the experimental group cannot be assigned to their exposure to the computer reading program but rather to the learning performance that is expected from all learners. However, various factors played a role in the deviation of the expected outcome of the research study namely, the time of exposure to the computer reading program, the fact that not all the learners in the experimental group were computer literate and also the lack of knowledge of educators about computers and computer reading programs. The use of computers in the instruction of reading is inevitable because the National Education Department encourages electronic learning and also provides schools with computers and computer programs for all learning areas. It is also recommended that schools should adapt to the rapid growth in technology and expose both their educators and learners to computers in the classroom to empower them for the future.

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