Grade 7 English learners' poor sentence construction in writing narrative essays at Dwaalboom Circuit, Waterberg District, Limpopo Province, South Africa

Abstract

This study investigated Grade 7 EFAL learners’ poor sentence construction in writing narrative essays at Dwaalboom Circuit, Waterberg District, Limpopo Province, South Africa. The research aimed to identify the key elements that affect the quality and coherence of learners’ sentence structures in narrative essay writing. Through a qualitative approach, involving document analysis of written essays, classroom observations and semi-structured interviews with educators, the study explored various factors such as language proficiency, grammatical knowledge, instructional methods, and individual cognitive processes. The study has revealed that learners experience challenges in spelling, punctation, syntax, topical understanding, writing creativity and coherence. Furthermore, the study has found that learners’ sentence construction is significantly impacted by their challenges regarding understanding of grammar rules, clarity of instructional methods, and their ability to apply rules effectively in context. Language proficiency, including vocabulary knowledge and syntax, were also found to play a crucial role in constructing coherent and grammatical correct sentences. The study recommends addressing specific sentence construction challenges and suggests practical measures for improving teaching methodologies and strategies. By providing comprehensive analysis of these contributing factors, the study offers valuable insights for educators seeking to enhance learners’ narrative writing skills and overall sentence construction proficiency.