Grammatical competence of grade 10 english learners in writing formal letters in Kgakotlou Circuit, Capricorn South District, Limpopo Province, South Africa

Abstract

This study investigated the grammatical errors made by Grade 10 English First Additional Language (EFAL) learners when writing formal letters. Guided by a qualitative research design, the study used semi-structured interviews with three EFAL educators and document analysis of written letters from twelve purposively selected learners. Inductive thematic data analysis method was employed to analyse data from non-participant observation, semi structured interviews and written formal letters. The findings reveal that learners struggle with core grammatical aspects, particularly subject-verb agreement, incorrect verb tenses, spellings and inappropriate punctuation. These errors were found to affect the clarity, coherence, and overall communicative effectiveness of learners’ formal letters. Further analysis suggests that limited exposure to English outside the classroom, interference from home languages, overcrowded classrooms, and insufficient time for targeted grammar instruction contribute significantly to these challenges. The study recommends grammar-focused teaching strategies, increased opportunities for writing practice, and enhanced support systems to improve learners’ grammatical competence and writing proficiency.