Evaluation of the linguistic relevance of Namibian literature through technology-enhanced language learning at Oupumako Combined School
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Date
2024-11-18
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Namibia University of Science and Technology
Abstract
This study examines the effectiveness of integrating Namibian literature with technology-enhanced language learning (TELL) tools to improve language skills at Oupumako Combined School in northern Namibia. This study provides the significance of using TELL tools and literature in language learning and further investigates the challenges that are encountered by language teachers and learners when using TELL tools. For data collection, the research utilised a mixed-methods approach. Quantitative data were collected through pre-and post-tests, completed by 44 Grade 9 learners, while qualitative data were collected from three English teachers at the school. The pre-and post-tests were used to assess the impact of integrating literature on a TELL tool to improve learners' vocabulary knowledge. The integration of literature on the TELL tool was only exercised during the post-test while the pre-tests were completed in the absence of the integration. A paired t-test of the findings confirmed that post-test scores (M = 13.11/20, SD = 3.50) were significantly higher than pre-test scores (M = 6.18/20, SD = 2.75), t (43) = 14.62, p < .001, d = 2.20, this was gained after the TELL-based literature intervention. The results that integrating literature on TELL tools can be effective in improving vocabulary. The qualitative result collected from interviews with 3 English teachers presented that literature provides a meaningful context for language learning through which learners can learn through exposure to real-life situations. Apart from that the interviews also presented challenges experienced by learners such as a lack of technological resources for learners to use, and a lack of digital literacy skills, they experienced difficulties with listening comprehension due to various accents used on digital platforms for language learning. Apart from that, the results also show challenges experienced by teachers such as insufficient educational resources, and limited training opportunities for teachers. The study recommends teachers to strengthen teaching language skills using literature context, implementation of programmes enhancing both learners' and teachers' digital literacy skills and schools to be assisted with technological infrastructure and ICT training for teachers. The researcher concluded that using literature on TELL tools can be effective in improving vocabulary.
Description
THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ENGLISH AND APPLIED LINGUISTICS
SUPERVISOR: PROF. HAILELEUL ZELEKE WOLDEMARIAM
CO-SUPERVISOR: DR. R. NEKONGO
Keywords
linguistic relevance, Namibian literature, technology-enhanced, language learning, Namibia
Citation
Evalistu, M. N. N. (2024). Evaluation of the linguistic relevance of Namibian literature through technology-enhanced language learning at Oupumako Combined School [Master's thesis, Namibia University of Science and Technology].