‘The thing that kill us’: student perspectives on language support in a South African university

Hurst, Ellen

doi:10.1080/13562517.2014.957269

Cited by 9 publications

(4 citation statements)

References 17 publications

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“…Supported by earlier research, in this study, cultural and social capital relate to the importance of communication, friendship and working relationships in international students' development of belonging and institutional habitus (Leese, 2010;Pitman and Vidovitch, 2013;Gale and Parker, 2014;Hurst, 2015). Academic and linguistic capital are concerned with such students' knowledge acquisition and their development of academic and linguistic confidence and success (Leese, 2010;Pitman and Vidovitch, 2013;Gale and Parker, 2014;Hurst, 2015).…”

Section: Conceptualising First Year International Student Transition:mentioning

confidence: 67%

The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success

Jones

Fleischer

McNair

et al. 2018

Teaching in Higher Education

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This article focuses on research that provides new insights into international undergraduates' transition experiences in UK higher education. The study explored ways in which combined experiences of university learning, teaching and support and International Foundation Year 1 (IFY) attendance at a pathway international college influence first year international students' transition. A mixed-methods research approach included in-depth interviews and a survey that compared groups including previous IFY and non-IFY students and pre and post 1992 UK universities. The Bourdieusian constructs of 'capital' and 'habitus' are presented as a theoretical lens that highlights ways in which attending an IFY helps first year international undergraduates to develop belonging, resilience, student identity, academic confidence and success.

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Section: Conceptualising First Year International Student Transition:mentioning

confidence: 67%

The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success

Jones

Fleischer

McNair

et al. 2018

Teaching in Higher Education

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“…It has been revealed that the motivation level in language learning of females is higher than that of males. According to Hurst (2015), in order to improve communicative skills in English, it is necessary for learners to use this language in their daily life. Using the target language on campus life, in the language classes, they are developing their language skills day by day.…”

Section: Resultsmentioning

confidence: 99%

The University Student’s Motivation Level on Learning English

Mehdiyev¹,

Uğurlu²,

Usta³

2016

Eur. j. soc. sci. educ. res.

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This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

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“…The South African higher education sector has implemented policies aimed at widening access to historically disadvantaged students, and while these policies have enjoyed some measure of success, the wider access has yet to translate into equitable success among these students (Frempong, Reddy, & Kanjee, 2011). English proficiency has been identified as one of the primary barriers to student success in tertiary education and is seen as reflective of students’ access to quality education in primary and high school (Hurst, 2015; Kamwangamalu, 2000). In addition to the fact that most South African higher education students do not study in their mother tongue, economic inequalities continue to shape student outcomes through university fee structures that are beyond the means of most families.…”

mentioning

confidence: 99%

Teaching Research Psychology in South Africa: reflections by programme coordinators

Fynn

Walt

2019

South African Journal of Psychology

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This article explores the experiences of Master’s programme coordinators in Research Psychology with the purpose of gaining an understanding of the planning and implementation of programmes that are directed at training Research Psychology students. The practical significance of the study was to investigate the course curricula of Research Psychology programmes within the South African context to grasp an understanding of the course structure and the challenges that accompany curriculum development. This article aims to elaborate on underlying tensions and considerations that programme coordinators encounter in structuring and implementing training for Master’s programmes that lead to registration with the Health Professions Council of South Africa. Six of the eight programmes that lead to registration with the Health Professions Council of South Africa were included in this study. Data were collected using semi-structured interviews and analysed using qualitative content analysis. The reflections by the programme coordinators showed a shared pedagogical philosophy of active learning in which students are expected to take ownership of their learning and to participate actively in shaping and constructing the learning process. Reflections on the Research Psychology programmes revealed seven broad content areas concerned with the development of curricula in Research Psychology, namely applied research, ethics, foundational concepts and skills, language and report writing, and project management and micro-skills development within qualitative and quantitative methodological approaches. Programme coordinators also expressed the tensions inherent in attempts to establish neutral ground between the demands of the discipline and the demands of the employers.

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‘The thing that kill us’: student perspectives on language support in a South African university

Cited by 9 publications

References 17 publications

The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success

The International Foundation Year and first year transition: building capital, evolving habitus, developing belonging, preparing for success

The University Student’s Motivation Level on Learning English

Teaching Research Psychology in South Africa: reflections by programme coordinators

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