The research revealed some glitches that kept students from improving their oral and writing skills in English at the two tertiary institutions. Three major concerns were identified and they were
• A lack of specific teaching and learning objectives in oral communication and written skills
• The inability of students to write correct sentences and
• The time allocated to these English courses was too short to achieve the outcomes of effective oral and writing skills.
It is recommended in this study what can be done in the Namibian context, regarding the improvement of students’ oral and writing problems. This depends on the Namibians themselves. Therefore, an intervention programme is proposed that can address the barriers that prevent students from improving their oral and writing proficiency at the institutions studied. This intervention programme comprises the following:
1. The introduction of a full one year bridging course to address the language proficiency of students. This is aimed at students who obtained D and E symbols in Grade 12, and those who entered tertiary level through a mature age entry test.
2. The revision of the syllabi by the English Departments of the two universities (via the faculty boards) with the aim of introducing a tailor-made syllabus for the bridging course that will include a combination of reading, writing and speaking skills for students in all courses.
3. While it is difficult to change an institution’s rules and even programmes, this researcher believes this possibility does exist and most institutions will be willing to make limited provision if it is beneficial for all. In this case, the institutions will be informed by the researcher of the benefits of incorporating a bridging course in English and a pass rate of a C symbol before students are allowed to carry on studying English in the main courses.
Below are the interventions proposed that could be used to solve writing and speaking skills amongst students at the institutions studied.
4. What the institutions could do:
• Improving of writing skills: This could be done through a developed writing intervention programme, by requiring students to write assignments and submit them to lecturers for marking. This can build students’ written skills;
• Improving of speaking skills: This could be done by identifying students with specific lack of speaking skills, and tutors or lecturers to give them extra classes;
• Improving time frame: more lecturing time should be allocated especially for the “Language in Practice” and “English in Practice” courses at University A. This can be done by taking away some time from other courses and adding it to these courses. This should not change the nominal hours required by the programme.
5. Lecturers could:
• Require students to do pre-writing beforehand, especially when writing essays (this could be incorporated into the extra classes).
• Emphasise the seriousness of the offence of plagiarism by giving them the correct information. This can be done by inserting the information into each study guide.
• Require students to undertake spoken activities before their written activities.
• construct informal assignments that allow students to practice their speaking skills such as pair work, group discussions, impromptu presentations and debates. In this way, students are given opportunities to practice formal speaking.
• Provide feedback on errors in written essays and require students to correct these errors in written work.
6. English Departments could
• Identify and monitor students in need of supplementary instruction and arrange extra classes (at least one a week) for those with barriers by contracted editors or lecturers; • Provide the opportunities for extra debate and speaking classes at least once a week;
• Inform lecturers (via the dean or motivational presentations by the
• Researcher) regarding the benefits of teaching, guiding and correcting students in syntax instead of ignoring these problems. They should be made aware that such activities will benefit all role players.
• Encourage lecturers to combine writing and oral communication skills in their lessons by giving written or oral homework and giving more written assignments or activities as well as allowing more time for interaction in the class between and among students. However, this will only be of value if the necessary follow-up is done in the classroom by marking such homework regularly and pointing out errors and how to avoid making them!
• Make sure that during the revision of the syllabi, all the skills required to master English are included. Special attention should also be given to the teaching of oral and writing skills, as well as teaching of syntax.
• Encourage students to make more use of technology such as the Internet and social media (such as Twitter, YouTube and WhatsApp) because technology can increase students’ writing skills if used correctly.
7. Students could:
• Try to use a range of technologies such as word processing and software
• Try to do away with the mentality of being with someone who speaks the same language • Take the responsibility for their own learning, expose themselves to the use of English in
a variety of situations and recognise that an inadequate knowledge of how language is used in different types of texts can affect their writing proficiency and understanding.