This qualitative research explores how to enhance the academic writing skills of first-year students at a South African university using a sociocultural intervention based on the ubuntu philosophy. It collects data through interviews, focus groups, and reflective diaries from students and teachers to understand the challenges that new students face in higher education. The study specifically examines whether a sociocultural writing workshop has impacted the writing behaviors of a small group of students. Four participants were interviewed to gain insights into their experiences while transitioning from writing in their first language (L1) to their second language (L2), considering their essays in both English First Additional Language and Sepedi Home Language. The study found that the experimental group benefited from direct guidance on rhetorical rules across languages, helping to support students from diverse linguistic backgrounds and reducing misunderstandings about their identities as L2 writers. The sociocultural writing strategies workshop improved the confidence of L2 writers and led to positive outcomes, which traditional teaching methods might not have achieved. The research advocates for academic writing programs that create a supportive atmosphere for social interaction and emphasizes the need for universities to incorporate the ubuntu approach into their curricula, focusing on community learning, respect, mentoring, and accountability.
Malatji et al. (Tue,) studied this question.