An exploration of challenges experienced by english first additional language learners in essay writing in a selected high school in Sekgosese West Circuit

Abstract

It is well known that essay writing is one of the lengthy assessment activities in the teaching and learning of English First Additional Language (FAL). This study focused on exploring the challenges faced by learners in English essay writing at Sekgosese West Circuit. The motive behind this research emanates from noticeable poor writing of English essays and related longer transactional writing by learners. This was accompanied by a rapid complain arising from teachers about the same writing incapacities which they find themselves confronted with daily. In view of this, the researcher saw it fit and academically worthy and investigated the causal causes of this challenge with a view to help the stakeholders in education in addressing this challenge going onward. The data for this study was collected from English FAL teachers and learners. The research is projected within phenomenological design under the interpretive paradigm. In view of this, the study was specifically qualitative where principal devices used to collect data were: semi-structured interviews, focus groups and document analysis. The findings of the study reveal that learners are experiencing challenges in spelling, diction, punctuation, paragraphing, syntax, lack of topical understanding, creativity, and coherence. When looking at the teachers, there is a limited time teach writing, they teach other skills more (literature) than writing because of personal preference. Teachers do not teach writing and there is no feedback given to learners upon completion of writing assessments. Some of these challenges are materializing because the learners do not engage in writing for leisure and teachers are not employing effective methods.