The viability of computer-based interventions in Afrikaans First Additional Language teaching

Abstract

To achieve a National Senior Certification, all South African candidates must select two official South African languages, one on Home Language (HL) level and another on First Additional Language (FAL) level. With the FAL often being a language in which the learner commonly lacks comprehension or assistance at home and therefore becomes subject to motivational barriers, additional support from the teacher is necessary. With additional barriers such as time constraints in completing the curriculum, teachers need to explore alternative paths to supply students with the necessary support. Previous research recognises the success of computer-based interventions in STEM subjects, but few studies have been done to establish the viability of similar interventions in FAL teaching. This research is focused on establishing whether these can be successfully implemented by Afrikaans FAL teachers to extend language learning and alleviate issues such as motivational barriers and time constraints, while improving vocabulary, comprehension and grammatical application. A computer-based intervention focused on learning complex Afrikaans language structures was offered to a group of Gr 7 Afrikaans FAL learners, after which the researcher engaged in interviews with participants. Additional comparative data was acquired through pre- and post-intervention surveys. A qualitative research approach was followed to better understand specific aspects affecting participants’ opinions of the viability of the intervention regarding the application of the technology, covering of the academic content and design of the intervention.