| dc.description.abstract | The aim of this study was to evaluate the University of Limpopo course in English
and Study Skills (ESS), which forms a component of the university's Foundation
Year in Mathematics and Science curriculum.
A literature study reviewed the background of previously disadvantaged science
students at the threshold of tertiary studies, discussed study skills in English, described course design in English for Specific Purposes and stated how course evaluation can be conducted. Interviews were conducted with current students and lecturers, data were collected from former students, lectures were observed, teaching materials were analysed and courses at other tertiary institutions were surveyed to evaluate the ESS course. Although the findings indicated that the students felt they benefited from the course in various ways and that they were equipped to follow a science course, it was found that there was room for improving the course. Improvements that were made included compiling a detailed outline of the course, which included a number of new aspects, such as the detailed specification of teaching-learning activities, and incorporating aspects such as the speaking and listening skills, the integration of grammar and functions, instruction in reading strategies, the inclusion of pair and group work, and tutorial and practical sessions Suggestions for assessment were also made. The ESS course was revised comprehensively terms of the course outcomes and a task-based teaching approach. | |
