This collection is made up of research articles produced by both staff and students of BIUST community. https://repository.biust.ac.bw/handle/123456789/61 2026-04-19T06:09:12Z 2026-04-19T06:09:12Z Moremi, Mbiganyi Mafuraga, Mbizo Mogotsi, Benjamin M. https://repository.biust.ac.bw/handle/123456789/203 2021-05-14T09:41:45Z 2018-01-01T00:00:00Z

Implications of non-assessment of the speaking and listening skills in the Botswana general certificate of secondary education (BGCSE) English language examinations Moremi, Mbiganyi; Mafuraga, Mbizo; Mogotsi, Benjamin M. Teaching English language revolves around the four language skills of speaking, listening, writing and reading. Although the Botswana General Certificate School Examination (BGCSE) syllabus covers the above four skills, the nature of the final examinations assesses reading and writing skills only. The study seeks to find out the reasons why only two skills are assessed and to analyse the implications of non-assessment of the speaking and reading skills on the students’ academic performance. Two qualitative research approaches were used. That is, the Questionnaire and Interview. These methods sought the opinions of English language teachers in four (4) Senior Secondary Schools and Botswana Examinations Council (BEC) officials respectively on the implications of non-assessment of the speaking and listening skills in the BGSCE examinations. The findings reveal that non-assessment of these two skills make teachers focus their attention on the reading and writing skills which are examined. They teach for examinations and less emphasis is placed on the oral communication which builds confidence in the learners’ proficiency of the English language. The study recommends that the four language skills should be assessed in the BGSCE final examinations and suggests effective ways of teaching and examining the speaking and listening skills

2018-01-01T00:00:00Z Lyken-Segosebe, D. E https://repository.biust.ac.bw/handle/123456789/62 2019-03-18T07:28:46Z 2017-12-01T00:00:00Z

Acculturative stress and disengagement: learning from the adjustment challenges faced by East Asian International Graduate Students Lyken-Segosebe, D. E International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country.In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended.

2017-12-01T00:00:00Z