Die ontwerp van ’n teoreties begronde model vir ’n mobiele toepassing vir Afrikaanse sinsbou: ’n Gevallestudie met graad 11-Afrikaans Eerste Addisionele Taalleerders

This dissertation presents the design of a theoretically grounded mobile application model aimed at supporting learners who take Afrikaans First Additional Language (FAL) as a subject. The focus of the application model is on Afrikaans sentence structures. Given the restricted time in the classroom dedicated to practicing grammar, along with the challenges students face with Afrikaans sentence structures- such as word order, verb placement, tenses and conjunction use – the study addresses an identified gap in South African language learning resources: a mobile application that concentrates specifically on learning and understanding Afrikaans grammar as required by the Curriculum Assessment Policy Statements (CAPS) as well as the curriculum and learning plan of the Independent Examination Board (IEB). This study is guided by a mixed-methods research approach within a participatory action research framework, the study initially examines learners’ sentence structure errors in formal assessments to identify problem areas. These insights contributed to the creation of the content included in the design of the mobile application prototype. The prototype incorporates focused grammatical tasks within a task-supported blended learning environment, guided by the concepts from mobile-assisted language learning (MALL), Focus on Forms (FonFs), and the principles of mobile application design. The mobile application model, titled Dit maak sin, was evaluated through a case study involving Grade 11 learners at the German International School in Cape Town. Quantitative and qualitative data were collected by a user test and learners shared their insights by completing a questionnaire. The findings demonstrate that learners perceive the prototype as user-friendly, engaging, and that they can see the value of the model to assist them with practicing their Afrikaans sentence structures. The model was found to provide meaningful opportunities for language learning outside of the classroom. The study concludes that a mobile application designed tailored to the needs of learners and grounded in relevant pedagogical theory can enhance Afrikaans FAL learners’ sentence structure skills. It contributes to the fields of mobile-assisted language learning, and Afrikaans acquisition and language pedagogy by offering a prototype model that can be developed into a fully functional educational tool. Recommendations are made for future development, including refinement of the model (based on learner feedback and the researcher’s own reflection and insights).

Grantor dc:publisher

Stellenbosch : Stellenbosch University

Year dc:date.issued

2026

Author dc:creator

• Gotze, Ancheri

Advisor dc:contributor.advisor

• Adendorff, Elbie

Language dc:language.iso

af

Repository record dc:identifier.uri

https://scholar.sun.ac.za/handle/10019.1/136036

OAI identifier oai:identifier

oai:scholar.sun.ac.za:10019.1/136036