Annual Research Report 2020

45 Ms Ayanda Simelane Dr Marga Stander The relationship between language learning strategies and language proficiency amongst multilingual L2 students The inadequate English language proficiency (LP) of multilingual first-year students on a university campus in South Africa has proved to be an obstacle to suc- cessful academic literacy and performance. English is the medium of instruction at university, but not a home language for any of these students. While there may be several reasons and solutions for this problem, this study focused on one possible factor related to this predicament. The research question that was inves- tigated is whether weak performance in English can be directly related to the use of second-language learning strategies. Consequently, a study was done based on the hypothesis that there is a correlation between second-language learning strategies (independent variable) and LP (de- pendent variable). This correlation was tested amongst a random selec- tion of BA first-year students for whom English is a second language (L2) by using a standardised test and questionnaire. Data were analysed using Spearman’s rank order correlation, by means of the Statistical Package for the Social Sciences (SPSS). The results show a correlation between LP and language learning strategies (LLSs) in general and a statistically significant correlation (r = 0.26) between compensation strategies and LP. This article reflects on the pedagogical implications for the teaching and learning of an L2 and recommendations are made in this regard. Understanding daily parenting stresses in caring for children with autism spectrum disorders There is a growing body of knowledge related to stress levels in parents of children diagnosed with developmen- tal challenges. However, limited research has focused on the stress levels among parents raising children with autism spectrum disorders (ASD) in the South African context. The objective of the study to determine the stress levels experienced by parents raising children with ASD and whether experiences differ between mothers and fathers. An independent-sample t-test was conducted to understand the differences between mothers’ and fathers’ stress levels. The study found that parents raising children with ASD experience signifi- cant stress and that mothers experienced higher parental stress levels than fathers. The results of this study are pertinent to understanding the challenges experi- enced by parents of children with ASD. Gender-based differences in parenting roles are still experienced. Mothers of children with ASD experienced more stress as measured according to the Parenting Daily Hassle Scale. The results suggest that a qualitative follow-up study is required to understand the nature and background associated with struggles experienced by mothers.