Assessing english grammar proficiency of exit-level university students : the case of the University of Limpopo

Abstract

Research on university students’ grammar proficiency levels at both local and international contexts indicates a general struggle with self-expression and communication skills necessary for interaction among peers and lecturers, especially with written activities. The aim of the study was to assess the proficiency levels of English exit-level students at the University of Limpopo. The identified research problem was the rampant poor student grammar proficiency, especially at exit-levels at Higher Education institutions. This emanates from insufficient knowledge of grammar structures, resulting in poor self-expression, inadequate vocabulary skills as well as failure to attach meaning to texts. The research design was exploratory and the approach qualitative. Purposive sampling was employed to select two exit-level English grammar module lecturers to complete questionnaires. Secondly, convenience sampling was used for two samples: a sample of 10 exit-level English students who participated in semi-structured interviews as well as for a sample of 10 essays written by the interviewed students for document analysis. The study was underpinned by three theories: Theory of Linguistic competence, Input-Hypothesis and Affective-Filter Hypothesis. Data obtained from questionnaires and interviews were analysed through Content Analysis, while Error Analysis (EA) was employed for data collected through students’ essays. Moreover, EA was used to analyse interviews to establish oral proficiency of interviewees. Findings reveal that in spite of indications of challenges with some grammar structures, and the available literature which indicates the opposite, the English exit-level students’ grammar proficiency was relatively high. This proficiency level could have resulted from the input by lecturers, through the employ of a variety of teaching strategies, prior as well as during the course of the study. The study recommends that lecturers be provided with in-service training particularly on online teaching and learning systems, and a review of the grammar modules’ content, which should hopefully address future English university exit-level students’ grammar proficiency challenges.