MINIMISING ENGLISH TENSE SUBSTITUTION ERRORS: A CASE OF TSHIVENDA-SPEAKING STUDENTS AT A SOUTH AFRICAN UNIVERSITY.

Abstract

Tense substitution poses a significant challenge to effective communication. The present study aimed to investigate a suitable strategy for minimising English tense substitution errors among Tshivenda-speaking students at a South African university. The study adopted a mixed-methods approach to integrating quantitative generalisability with qualitative contextual meaning. Using triangulation, the mixed methods approach ensures a flexible, multifaceted investigation. The population consisted of 152 first-year entering English majors in the 2025 academic year. Fifteen randomly selected students participated in this study. The researcher used a closed ended questionnaire to collect data because it provides predetermined responses, facilitating informed decision-making. A thematic analysis enabled the research to identify, analyse, and interpret themes, as it is flexible across research topics and transforms complex, unstructured text into meaningful, structured insights, thereby enabling an in-depth understanding of the phenomenon. Before the 'syntax surgery strategy' was employed, the participants were unable to minimise their errors. However, the key finding was that they could minimise English tense-substitution errors. The findings of this study contribute to the proper application of English tenses by the Tshivenda-speaking students. However, it was limited by sample and time constraints, as only the stipulated periods were utilised. The study recommends continuous use of the identified strategy by English language lecturers. Also, curriculum developers must promote the use of this strategy in teaching and learning. Future researchers are encouraged to conduct further research in longitudinal studies, larger-sample studies and studies comparing different intervention strategies.