The Factors Contributing to Writing Difficulties among Grade 8 Learners of English First Additional Language in the Grade 8 of the O.R. Tambo Coastal District, South Africa

Abstract

This qualitative study investigates the factors contributing to writing difficulties among Grade 8 learners of English First Additional Language (EFAL) in the Grade 8 of the O.R. Tambo Coastal District, South Africa. The research adopted a phenomenological design to capture the lived experiences and perceptions of EFAL teachers. Data was collected through semi-structured interviews with a convenience sample of twelve teachers from twelve schools across the district’s four circuits. Thematic analysis of the data revealed that learner writing challenges are multifaceted, stemming from severe spelling, punctuation, paragraphing, and sentence construction errors. The study identifies the root causes as socio-economic disadvantage, lack of parental support, English being a 'foreign' language in a predominantly isiXhosa-speaking environment, inadequate foundational skills from earlier grades, overcrowded classrooms, curriculum implementation pressures, and the negative impact of social media on formal writing. Framed by Bronfenbrenner's Social Ecological Systems theory, the findings illustrate that writing problems are not merely pedagogical but are deeply embedded within the learners' broader social, economic, and educational ecosystems. The study concludes that a multi-dimensional intervention strategy, targeting all levels of the learner's environment, is essential for significant improvement.