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School of Arts

Dr Roshni Gokool

Dr Roshni Gokool

Lecturer

DisciplineAfrican Languages and Literature

Emailgokoolr@ukzn.ac.za

Contact Number031-260-2207

CampusHoward College Campus

Office AddressG089 Ground floor, MTB

Degrees Held

  • Bachelor of Arts degree, University of Natal, 1996
  • Bachelor of Arts [Honours in IsiZulu studies], University of Natal, 1997
  • Master’s in African Languages, Stellenbosch University, 2004
  • Doctoral (African Languages), Stellenbosch University, 2018

Research Interests

  • Second language teaching and learning
  • Computer-assisted language learning
  • Task-based language learning
  • IsiZulu for specific purpose
  • Syllabus design

Teaching Interests

  • Second language isiZulu
  • Teaching isiZulu as an additional language

Selected Publication

  • Gokool, R., Hammond-Gordon, M., Mkhize, P. T. G., Ngcobo, T. & Shimwell, A. (2018), Asifunde isiZulu, UKZN Press. Pietermaritzburg.
  • Chiliza, NN & Gokool, R. (2026). ‘Enhancing isiZulu First Additional Language Learning Through Kahoot: A Gamified Approach to Improved Engagement and Comprehension’. South African Journal of African Languages (in press).
  • Gokool, R., Reddy, S., Moosa, F., & Odayar, Y. (2024), ‘Students’ perceptions on using an isiZulu web-based learning tool to improve communication skills in an MBChB programme’. African Journal of Health Professions Education, 16(2), 40-43.
  • Gokool, R & Visser, MW. (2021), ‘IsiZulu task-based syllabus for medical students: grading and sequencing doctor-patient communication tasks’. South African Journal of African Languages, 41(2), 149-159. DOI: 10.1080/02572117.2021.1948214
  • Naidoo, S & Gokool, R. (2020), ‘Compulsory IsiZulu at the University of KwaZulu-Natal: The Attitudes of Enrolled Students’. 51(3), 24-42. Language Matters. DOI: 10.1080/10228195.2020.1769712
  • Singh, U. G. & Gokool, R. (2018), ‘Students’ perceptions of the Moodle Quiz E-assessment tool in an isiZulu language course’. Journal for Language Teaching= Ijenali Yekufundzisa Lulwimi= Tydskrif vir Taalonderrig, 52 (1), 128-150.
  • Matthews, M. G. & Gokool, R. (2018), ‘Second language teaching of vocation-specific isiZulu communication skills to health sciences students’. South African Journal of African Languages, 38 (2), 149-158. https://www.tandfonline.com/doi/pdf/10.1080/02572117.2018.1463703
  • Naidoo, S., Gokool, R. & Ndebele, H. (2018), ‘The case of isiZulu for non-mother tongue speakers at the University of KwaZulu-Natal, South Africa – Is the compulsory language module promoting social cohesion?’ Journal of Multilingual and Multicultural Development, 39:4, 356-368. https://www.tandfonline.com/doi/abs/10.1080/01434632.2017.1393079
  • Diab, P., Matthews, M. & Gokool, R. (2016), ‘Medical students’ views on the use of video technology in the teaching of isiZulu communication and language skills and cultural competence’. African Journal of Health Professions Education, 8 (1), 11-14.
  • Naidoo, S. & Gokool, R. (2025), Promouvoir l’autonomie de l’apprenant dans un cours hybride de zoulou élémentaire : le rôle de l’apprentissage autorégulé et de l’évaluation formative en ligne. In Apprentissage, Évaluation(S) Et Autonomisation L’enseignement Des Langues À L’université = Learning, Assessment(s), and Empowerment: Language Teaching at University, pp. 129-151, edited by P. Candas, P. Acker & D. Toffoli. France. Septentrion.
  • Gokool, R., & Naidoo, S. (2024). An Examination of Online isiZulu Language Learning During COVID-19: A South African Perspective. In Technology-mediated Crisis Response in Language Studies, pp. 49-63, edited by S. Goertler & J. Gleason. United Kingdom. Equinox eBooks Publishing.
  • Gokool, R., & Naidoo, S. (2022). COVID-19 Consequences – Aligning learning outcomes with realigned teaching activities. In Academic voices: A conversation on new approaches to teaching and learning in the post-COVID World, pp.239-254, edited by U. G. Singh, C. S Nair, C. Blewett & T. Shea. Elsevier. United Kingdom. Chandos Publishing.
  • Naidoo, S & Gokool, R. (2020), Towards the Implementation of E-Assessment in L2 Basic IsiZulu: An examination of four Listening Comprehension Tasks. In ICT-Based Assessments, Methods, and Programs in Tertiary Education, pp.149-168, edited by Serpil Meri Yilan & Kasim Koruyan. New York. IGI Global.

Teaching Expertise

  • Second language isiZulu
  • Research methodology
  • Teaching isiZulu as an additional language

Student Supervision

  1. Noluthando Chiliza (2019). IsiZulu and non-isiZulu learners’ attitudes toward learning isiZulu as a first additional language (FAL).
  2. Nelisiwe Msomi (2019). Izinselelo zabafundi besiZulu njengolimi lokuqala lokwengeza ezikoleni lapho kuxube khona izinhlanga KwaZulu-Natali.
  3. Khanyisile Nene (2019). Embracing technology in teaching and learning of African languages, specifically isiZulu, at the University of KwaZulu-Natal, Howard College.
  4. Gugulethu Hattingh (2019). Teaching isiZulu as a second language (L2) with a focus on grammar translation.
  5. Thandeka Buthelezi (2020). An investigation into the impact of online L2 isiZulu learning during the COVID-19 global pandemic.
  6. Khangwayini Lungile Sibiya. (2021). Motivation and stress in learning an isiZulu second language during emergency remote learning at UKZN.
  7. Kwanele Gabela. (2021). Towards an appraisal of the use of English in the teaching of undergraduate isiZulu modules at the University of KwaZulu-Natal.
  8. Khunjulwa Mhlungu. (2021). An analysis of translation techniques used to translate English folktales into isiZulu folktales from selected Nal’ibali stories.
  9. Sinethemba Dlamini. (2022). Towards an appraisal of the use of code-switching as an educational tool in eThekwini Township Schools.
  10. Nelisiwe Goba. (2022). A review of the integration of isiZulu home language in teaching and learning in KwaZulu-Natal rural and township schools.
  11. Nonkumbulo Mbongwa. (2025). The role of the university language planning and development office on isiZulu technologies for teaching and learning at the University of KwaZulu-Natal.
  12. Amahle Ncube. (2025). A review of the integration of technology into isiZulu modules at the University of KwaZulu-Natal post COVID-19.
  1. Noluthando Chiliza (2024). Exploring gamification within the teaching and learning of isiZulu First Additional Language: A case study on the use of Kahoot to motivate young learners.
  2. Sinethemeba Dlamini (2025). Exploring the isiZulu translation process of medical content at the University of KwaZulu-Natal Medical School.
  3. Gcebile Gumbi (2025). Exploring translanguaging as a teaching strategy in isiZulu second language teaching at the University of KwaZulu.