Abstract:
The present research explores an Academic Writing module (EAW101), which is offered under the Department of English Studies in a South African Open Distance e-Learning (ODeL) University. The EAW101 module is known for its high enrolment and a modest pass rate ranging between 50 - 70 per cent. This pattern shows that a large number of students who enrol for EAW101 module struggle with academic writing. Researchers continue to emphasise that academic writing is a hurdle in EAL teaching and learning contexts in HEIs (Humphreys, 2022; Lea, 2004; Lea & Street, 1998; Leibowitz, 2004; Lillis & Scott, 2007; Moutlana, 2007; Nelson & Watkins, 2019; Pineteh, 2014). It is therefore necessary to explore students’ difficulties within this ODeL context and to suggest ways to improve their competence within the frameworks of academic writing tasks.
The research aims are designed to: (i) identify the particular writing challenges that EAL first year students face in the EAW101 module and (ii) explore why EAL first year students experience the writing challenges in the specified module and (iii) categorise the extent to which study resources and student support initiatives available enhance EAL students’ academic English skills in the EAW101 module. The frameworks that were used to guide the study were the community of inquiry (CoI) theory by Garrison, Anderson, and Archer (2000) and transactional distance (TD) theory by Moore (1972). The study used a qualitative approach, and a case study research was applied as the research design. From a methodological perspective, the findings of the study were extracted from using focus group discussions (FGD), structured open ended evaluation questions and an observation schedule. Thematic analysis was used as the method to analyse the data extracted and to interpret the findings thoroughly. The findings of the study point to several academic writing difficulties that first year EAL students at the university struggle with in the EAW101 module. From the FGDs, it emerged that citations and referencing as well as construction of sentences and paragraphs are among the major difficulties students face. The findings derived from the open-ended evaluation questions suggest some of the following: students’ lack of knowledge in academic writing, ODeL modality, and mastering the Harvard referencing style. Lastly, from an observation schedule, student support initiatives employed in the module effectively enhance students’ knowledge in academic writing.
These findings are useful for students, lecturers, and managers in HEIs. Students could gain direct constructive feedback from lecturers, then lecturers can also change their mode of instruction to fit the online learning environment, while managers could strengthen the support systems for lecturers and students. Another imperative is that with committed efforts from stakeholders, students’ academic writing abilities in EAL could be improved to increase student success and throughput in future.
