Intergrating project-based learning and mobile technology to enhance first-year students' writing in English second language contexts: a case study of the University of Limpopo, South Africa

Abstract

Academic essay writing also known as student writing, tends to be a challenging task for first-year students in most universities worldwide and in particular for first-year students in English second language contexts in South Africa. This study sought to explore how an integrated project-based learning and mobile technology model can enhance student essay writing in an English second language context. This case study employed a qualitative research approach, and it is underpinned by the Online Collaborative Learning Theory which purports that collaborative learning and knowledge building using technology can promote effective learning. The sampling was purposive, and the data was collected through focus group interviews, observations, and student essays. The findings from the first phase of the study revealed that in general, the first-year English second language students found it difficult and challenging to write English academic essays. The findings from the second and third phases showed that while some students found the integrated project-based learning and mobile technology model challenging because they had very little experience of working collaboratively on a writing project, others, however, found the experience enriching. These students benefitted from the collaboration which involved, interacting, and sharing ideas in their groups, using mobile phones to search for sources as they debated on the relevance of the various sources before agreeing and deciding on the most appropriate and relevant information, then deciding on the best way to approach the essay writing task. To that end, because the students were actively engaged, justifying, and learning from each other, the group essays showed more depth, and the quality of writing was enhanced. The study recommends that the academic essay writing course should be compulsory for first-year English second language students, and it should incorporate the integrated project-based learning and mobile technology model because the students are required to not only focus on the essay writing, but they are also consciously and unconsciously expected to think about, rethink and justify their decisions and actions. This will entail the university amending its policies to allow the students to use their mobile phones in the classroom. In addition, the first-year English lecturers must be trained on how to effectively incorporate the integrated project-based learning and mobile technology model in their teaching to enhance the students’ academic essay writing competencies.