Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE), within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM) was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

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Writing apprehension relates to a reluctance to write or even fear of writing and little research has been done on this phenomenon in the South African context, especially in terms of compulsory academic literacy and academic linguistic modules. This article aimed at determining the nature of writing apprehension in these two modules in terms of the Daly and Miller’s Writing Apprehension Test (DM-WAT), essay marks and gender at a South African university. The DM-WAT was conducted with two groups of first-year students. An exploratory factor analysis was administered and this led to the identification of four distinct factors which are also associated with related aspects in the literature: positivity towards writing, negativity towards writing, evaluation apprehension and selfefficacy and writing. It is evident that in the context of this study, the chosen instrument could not be used to measure writing apprehension, rather the four identified factors. No linear relationships between essay marks and the identified constructs were clear. Also a practical significant difference between genders was found in terms of the identified constructs. Significantly, students in the compulsory academic literacy module showed a greater tendency towards apprehension in terms of the four identified factors than students from the linguistics module. The chosen instrument could be used to gauge the identified factors. Writing in compulsory academic literacy modules should be taught through individualised student-centred methods, affective support and reflective instruction, positive personal feedback, with additional support through counselling as well as effective modelled writing behaviour from lecturers.

Commentary posted by visitors to online news articles shows evidence of their attitudes and prejudices. A qualitative study was undertaken on commentary made by anonymous users on articles relating to Minister Blade Nzimande's statements on the introduction of African language courses in higher education and the introduction of a compulsory isiZulu course at the University of KwaZulu-Natal. The tertiary language context in South Africa shows a distinct move from bilingual instruction to monolingual, English-based instruction. Despite the fact that sufficient policy frameworks and infrastructure exist in terms of multilingualism and the promotion of African languages, in reality more has to be done if policy provisions are to be realised. The news article commentaries show contradicting views regarding the teaching and use of African languages and languages more generally at tertiary level. The importance of English was also clear from the commentaries. Furthermore, negative and even erroneous perceptions apparently exist regarding African languages as learning targets. These perceptions lead to negativity, anger and even outright rejection of African languages. It is clear that a lot has to be done to counter ignorance of the social and educational value of these languages. A number of possible practical problems were identified that have to be taken into account by universities. In conclusion, it is clear that negative attitudes have to be addressed by means of language attitude planning and that existing resources at universities should be developed.

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s).

Writing is key to assessment in university contexts and hence students need to be empowered to effectively function in subject-specific writing environments.