Abstract:
This study investigates challenges grade 12 learners experience in essay writing in English first additional language (EFAL). Nine Grade 12 learners and 3 EFAL educators at Mothimako high school participated in the study. The method used in this study is qualitative method and it is used to get both teachers and learners experiences in depth detail regarding the challenges faced by learners in essay writing. Furthermore, the tools used to collect data are documents analysis, questionnaires, and observation. The study is underpinned by the Social Constructivism Learning theory. The researcher presented profiles of the school and EFAL teachers. The findings suggest that learners face a number of challenges with essay writing. The major challenges identified include the lack of resources, overcrowded classrooms, poor teaching methods and poor foundation skills of EFAL which led to poor grammatical competence. The study recommends that scaffolding be practiced when teaching the skill, conducive learning environments be created so learners learn the writing skill in a free, comfortable environment, support be provided in terms of writing materials, regular workshops be conducted to equip teachers with the writing skill, conducting workshops for parents so they could be aware how they could be involved in their children's education and lastly, encourage learners to work in groups if they are to learn the skill.
