Abstract:
Essay writing is one of the crucial skills required by learners to succeed in their
education but is difficult to master. Essay writing benefits learners by helping improve their spoken English and enhances their writing abilities (Okpe & Onjewu, 2017). The study explored challenges experienced by Grade 11 English First Additional Language learners in Maleboho Circuit, Limpopo Province. The study sought to understand the learners’ essay writing challenges and identify strategies to mitigate them. The study adopted a qualitative approach with a phenomenological design to grasp the learners’ lived experiences in essay writing. Six learners were sampled from twenty-seven Grade 11 EFAL learners. Data were collected from the teacher and learners using observations, documents, and semi-structured interviews. The content analysis technique was used to analyse the learners’ essays. The thematic data analysis technique was used to analyse data collected using the semi-structured interviews. The study found that learners experience many challenges in writing structured and coherent essays. The study discovered that learners were not effectively taught essay writing, thereby writing without planning, drafting, and editing. The study recommends that teachers should teach essay
writing by following proper writing processes as recommended by the Department of
Basic Education (DBE). The study also recommends that teachers should be continuously trained on the application of various writing strategies.
