EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA
This study explores the perceptions of students and lecturers regarding the Academic Literacy Course (ALC) at the Central University of Technology (CUT), South Africa. Academic literacy encompasses critical skills for effective communication, while academic writing provides a structured framework fo...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Fakultas Sastra, Universitas Islam Sumatera Utara (UISU)
2024-12-01
|
| Series: | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
| Subjects: | |
| Online Access: | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/10165 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832582227600343040 |
|---|---|
| author | Brenton Grant Fredericks Tsepo Wisdom Louw |
| author_facet | Brenton Grant Fredericks Tsepo Wisdom Louw |
| author_sort | Brenton Grant Fredericks |
| collection | DOAJ |
| description | This study explores the perceptions of students and lecturers regarding the Academic Literacy Course (ALC) at the Central University of Technology (CUT), South Africa. Academic literacy encompasses critical skills for effective communication, while academic writing provides a structured framework for presenting ideas, arguments, and research. The study investigates attitudes toward the course's relevance, effectiveness, and its impact on students' academic writing abilities. Using a qualitative approach, data were collected through semi-structured interviews with students who completed the course and lecturers from the Communication Sciences Department. Thematic analysis revealed recurring patterns and insights from participants. Findings indicate that both students and lecturers value academic literacy as essential for academic writing success. Participants highlighted the course’s focus on critical reading, writing, information literacy, and communication skills, expressing predominantly positive opinions. However, a majority of students (90%) and lecturers (80%) emphasized the need for tailored content and additional resources to address specific academic writing challenges. The study provides valuable insights into the strengths and areas for improvement in the ALC. It suggests that a more discipline-specific approach, incorporating relevant terminology and practices, could better align with students' academic needs. Recommendations include redesigning the course to integrate discipline-specific content and adapting it for both in-person and online delivery. These findings have significant implications for curriculum development, offering strategies to enhance the course’s effectiveness in fostering students' academic literacy and writing proficiency. |
| format | Article |
| id | doaj-art-4db72c6bf9084862b168ffecc1990042 |
| institution | Kabale University |
| issn | 2580-8672 2580-9962 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| record_format | Article |
| series | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
| spelling | doaj-art-4db72c6bf9084862b168ffecc19900422025-01-30T03:10:44ZengFakultas Sastra, Universitas Islam Sumatera Utara (UISU)Language Literacy: Journal of Linguistics, Literature, and Language Teaching2580-86722580-99622024-12-018254856310.30743/ll.v8i2.101656399EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICABrenton Grant Fredericks0Tsepo Wisdom Louw1Central University of Technology, Free StateCentral University of Technology, Free StateThis study explores the perceptions of students and lecturers regarding the Academic Literacy Course (ALC) at the Central University of Technology (CUT), South Africa. Academic literacy encompasses critical skills for effective communication, while academic writing provides a structured framework for presenting ideas, arguments, and research. The study investigates attitudes toward the course's relevance, effectiveness, and its impact on students' academic writing abilities. Using a qualitative approach, data were collected through semi-structured interviews with students who completed the course and lecturers from the Communication Sciences Department. Thematic analysis revealed recurring patterns and insights from participants. Findings indicate that both students and lecturers value academic literacy as essential for academic writing success. Participants highlighted the course’s focus on critical reading, writing, information literacy, and communication skills, expressing predominantly positive opinions. However, a majority of students (90%) and lecturers (80%) emphasized the need for tailored content and additional resources to address specific academic writing challenges. The study provides valuable insights into the strengths and areas for improvement in the ALC. It suggests that a more discipline-specific approach, incorporating relevant terminology and practices, could better align with students' academic needs. Recommendations include redesigning the course to integrate discipline-specific content and adapting it for both in-person and online delivery. These findings have significant implications for curriculum development, offering strategies to enhance the course’s effectiveness in fostering students' academic literacy and writing proficiency.https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/10165academic literacyacademic writingcommunication |
| spellingShingle | Brenton Grant Fredericks Tsepo Wisdom Louw EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA Language Literacy: Journal of Linguistics, Literature, and Language Teaching academic literacy academic writing communication |
| title | EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA |
| title_full | EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA |
| title_fullStr | EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA |
| title_full_unstemmed | EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA |
| title_short | EXPLORING STUDENT AND LECTURER PERSPECTIVES ON ACADEMIC WRITING: A CASE STUDY AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA |
| title_sort | exploring student and lecturer perspectives on academic writing a case study at the central university of technology south africa |
| topic | academic literacy academic writing communication |
| url | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/10165 |
| work_keys_str_mv | AT brentongrantfredericks exploringstudentandlecturerperspectivesonacademicwritingacasestudyatthecentraluniversityoftechnologysouthafrica AT tsepowisdomlouw exploringstudentandlecturerperspectivesonacademicwritingacasestudyatthecentraluniversityoftechnologysouthafrica |