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Causes of Academic Challenges in English Writing Skills at the 12-Year Basic Education Level in Karongi District, Rwanda
Jean Paul Ngoboka
Jean de Dieu Amini Ngabonziza
Abstract
The purpose of this study was to investigate the causes of academic challenges in writing skills in English in 12 years of basic education in Karongi District. A survey research design was used in this study. The theory that guided this study is the cause-and-effect theory (the theory of causality). Qualitative data were analyzed through descriptive analysis, while quantitative data were analysed through descriptive statistics. Instruments used in this study were a questionnaire, an interview, and classroom observation. The target population was 1,114 learners and teachers from three secondary schools. The total number of learners was 88. The sample size was 100 subjects selected from the population by using the cluster random sampling technique for learners since all three senior classes were participants. The purposive sampling technique was used in interviews with three (3) deputy head teachers in charge of studies and three (3) English teachers. This technique was also used to select nine (9) teachers to be given a questionnaire, including three (3) English teachers interviewed. The main findings were the following: Mother tongue interference hinders learners’ development of English writing skills. The results from the study indicate that most of the respondents (58.1%) strongly agree that learners make mistakes related to pronouns, prepositions, subject-verb agreement, and tenses when they are writing, while 32.5% agreed with the statement. Teachers who do not give effective feedback lead their learners to have challenges with their writing skills. Learners lack sufficient vocabulary and grammar to boost their writing skills. The storybook reading strategy, which includes listening to stories, can help learners gain new vocabulary from reading and listening. It is recommended that school leaders organize competitions in writing skills on the part of both teachers and learners and provide rewards to the best performers. School leaders should introduce English clubs in schools and strengthen them in the schools where they are introduced. We recommend that the government and stakeholders in education increase continuous training for teachers in the English language. The recruitment of new teachers should also take into consideration the level of English language proficiency.
