In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

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