Contributing factors towards poor narrative essay-writing skills among grade 10 english language learners at Kgakotlou Circuit District, Limpopo Province, South Africa

Abstract

The study investigated the reasons behind the inadequate essay-writing abilities of Grade 10 EFAL learners. Employing a qualitative research methodology, the study aimed to deeply understand the factors contributing to these essay-writing challenges. The research was grounded in the interpretivism paradigm to grasp the participants' experiences. A purposive sampling method was used, selecting ten Grade 10 EFAL learners from a total of 2645 at the case school in the Kgakotlou Circuit. Additionally, four EFAL teachers were part of the study sample. Data collection involved semi-structured interviews, focus group discussions, and document reviews. The study's goals included identifying the causes of poor essay-writing skills, finding evidence of these skills' deficiencies in learners' essays, and discovering strategies to enhance essay-writing skills among Grade 10 EFAL learners. The study findings indicated that learners wrote poor essays due to time restrictions, an unfavourable learning environment, lack of access to learning materials, and inadequate parental support. It was further revealed that learners' language proficiency in essay writing suffered from a lack of knowledge regarding language structure and conventions. Common language errors found included spelling mistakes, punctuation errors, incorrect verb tenses, and limited vocabulary, all indicating poor essay-writing skills. Consequently, the study recommends that teachers implement modern integrated teaching methods to provide learners with the necessary writing skills. Additionally, senior subject specialists should collaborate with teachers and learners for effective curriculum planning to accommodate learners with varying abilities. The study also suggests that teachers and parents communicate in English with learners to facilitate language acquisition.