Browsing by Author "Uwizeyimana, Valentin"

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    An investigation into the contribution of mobile-assisted language learning to the acquisition of English as a second language in Rwanda
    (Stellenbosch : Stellenbosch University, 2015-11-25) Uwizeyimana, Valentin; Bergman, E. K.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Modern Foreign Languages.
    ENGLISH ABSTRACT : In developing and developed countries, a foreign language can be used as a second language, and be attributed various functions and statuses such as being an official language, and being used as a language of instruction at some, or all, levels of education. In Rwanda, one of East Africa’s developing countries, for example, English has gained the status of official language and is used as a language of instruction at all levels of formal education. In this context, the successful acquisition of English can contribute to Rwandans’ advancement both academically and professionally. Different theories and hypotheses have been introduced to explain how a second language can be successfully acquired or learnt. Some of them, such as the input hypothesis, constructivism and connectionism, state that second language acquisition or learning occurs when a learner is exposed to rich, regular and comprehensible input. According to these theories, the main problem that most second language learners face is the lack of a relevant input. Despite being a young field of research, mobile-assisted language learning has the potential to overcome this problem and, therefore, to contribute to the performance of second language learners and users, either in their studies or in other activities in which they are required to use the second language. With the integration of mobile-assisted language learning and second language acquisition theories, this research focused on the acquisition of English as second language in the context of a developing country. In addition to making a contribution to the available literature in the field, the objective of this research was to examine the extent to which using mobile technological devices can contribute to the successful acquisition of English at university level by exposing the students to rich and comprehensible input.
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    An investigation into the effect of mobile-assisted language learning on Rwandan university students' proficiency in English as a foreign language
    (Stellenbosch : Stellenbosch University, 2018-12) Uwizeyimana, Valentin; Conradie, Simone; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.
    ENGLISH ABSTRACT: It is almost common knowledge that English is the most spoken language in the world, which is considered a global lingua franca, and which often offers a means of socio-economic mobility for its speakers (Crystal 2003; Samuelson and Freedman 2010). Because of this status, English has been adopted by many countries as their national and/or official language, and to serve as a medium of instruction at different levels of education, even though it is a foreign language in some of those countries, i.e. not spoken or even understood by a large part of the population (Nyika 2015). This implies that attaining a high level of proficiency in English remains an advantage, whereas not knowing the language at all or attaining a low level of proficiency in it, constitutes a disadvantage. However, in many countries such as Rwanda, attaining a high level of English proficiency is problematic, precisely because it is a foreign language despite being an official language (Kagwesage 2013). This means that learners are not exposed to a sufficient amount of English input, and there are very few to no opportunities for English output (i.e. actually using the language). The limited input which learners receive, comes from the formal language classroom, where learners are, in by far the majority of cases, taught by non-native speakers of English (Abbott, Sapsford and Rwirahira 2015). Furthermore, learners have access to limited conventional teaching-and-learning materials (such as printed books, journals and computers), and they do not get enough opportunities to practise English outside the classroom setting (Andersson and Rusanganwa 2011). In order to address this problem, and in conformity with the constructivist approach to language teaching and learning, this study investigated the contribution that mobile input can make to the attainment of a higher level of English proficiency, given the growing amount of research showing the value of mobile technologies in language learning (MTLL). 60 Kinyarwanda-speaking students studying at the University of Rwanda participated in the study, and were divided into four groups. Group 1 received training in the use of MTLL and then continued using these MTLL; Group 2 used MTLL without having received any training; Group 3 did not use MTLL but were provided with additional conventional material; and Group 4 neither used MTLL nor received any additional material. Data were collected by means of observation, a survey, an English language proficiency test, a discussion group with the participants and a semi-structured interview with a lecturer at the University of Rwanda. A careful analysis of the data showed that MTLL have a significant effect on the learners’ proficiency in English as a foreign language (EFL), and that the learners have positive attitudes towards MTLL and their integration into the language pedagogy. Finally, this study offers some practical suggestions regarding the incorporation of MTLL in formal language classrooms generally, but also more specifically in the case of EFL classrooms in African countries, where English is a foreign language as well as the country’s official language and the language of instruction.