Computer-assisted Language Learning for Setswana for beginners: an evaluation of two programmes

Abstract

The question that this study attempted to answer is: How effective are the Tsenang! and Twenty-Minute-Setswana courses for the acquisition of beginner Setswana measured against the criteria for course evaluation? Approaches and methods in language teaching were firstly reviewed. This was followed by an overview and comparison of Second Language Acquisition approaches and methods to determine which of them relate to the two courses. Syllabus design and -types were then discussed. Different models of course design were compared, and the creation of a new model, based on a synthesis of existing models, was suggested. An overview of the concept of course evaluation followed the course design discussion Various models of course evaluation were investigated, and the new suggested model was also based on this information. Thereafter the method of research in the study was discussed in more detail. The data collection and procedures that were followed were explained and described. Various instruments were used. For the practical analysis there were pre- and post-tests, a questionnaire, comments, observations and interviews. For the theoretical analyses an Evaluation Criteria Framework was developed by the researcher, with insight from models of course design and -evaluation. In the analysis, the questions from the Evaluation Criteria Framework were answered with cross-references to models in the literature study. It was concluded that, from a pedagogical perspective, the Tsenang! course is a much more functional course than Twenty-Minute-Setswana in every aspect that was explored in this study. Tsenang! is an excellent choice for an interactive Beginner Setswana course. However, it was developed some years ago, in 2003, and has become quite outdated. It is therefore recommended that its software be updated urgently.