Register competence in academic writing of student teachers specialising in English didactics at the University of Venda

Abstract

The adept utilisation of appropriate language registers is fundamental for proficient academic writing among students who study English as a secondary language within educational institutions such as schools, colleges, and universities. This investigation stems from a comprehensive study that sought to evaluate the register proficiency of a select group of student teachers who, for various reasons, encountered challenges in employing suitable language registers. The primary objective of this scholarly article is to scrutinise the application of apt academic registers among a specific cohort of third-year English students at a rural university. This cohort comprised 15 trainee educators specialising in English didactics. The research adopted a case study design, focusing on the qualitative method, with data analysis conducted through thematic analysis. The outcomes of this study illuminated that a deficiency in register comprehension and application could impede the academic writing endeavours of the selected third-year teacher training students. However, it also highlighted the potential for improvement, as the students’ compositions demonstrated instances of passive voice, absence of parallel structure, and utilisation of colloquial language, slang, personal pronouns, and phrasal verbs––styles generally deemed unsuitable for academic writing. This study underscores the significance of meticulous attention to register employment to ensure that students have attained mastery over the appropriate writing style and its correct usage in academic contexts. It also suggests that with targeted interventions, such as the integration of an Artificial Intelligence pedagogical approach, these students can improve their register proficiency, providing a clear path for their future academic writing competence.