Causes of Academic Challenges in English Writing Skills at the 12-Year Basic Education Level in Karongi District, Rwanda

Emmanuel Majyambere; Jean Paul Ngoboka; Jean de Dieu Amini Ngabonziza

doi:10.51867/ajernet.5.3.66

Authors

Emmanuel Majyambere
emmanuelmajyambere@gmail.com
University of Rwanda
Jean Paul Ngoboka University of Rwanda https://orcid.org/0000-0001-6726-0980
Jean de Dieu Amini Ngabonziza University of Rwanda https://orcid.org/0000-0002-0248-6812

Keywords:

Academic Challenges, Causes, Productive Skills, Writing Skills

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.

Dimensions

REFERENCES

Adam, A. A. S (2015). Developing EFL learners' narrative writing through using short stories The case of Al-Baha University students. European Journal of Language and Literature Studies, 3(4), 1-8.

Afrin, S. (2016). Writing Problems of Non-English Major Undergraduate Students in Bangladesh: An Observation. Open Journal of Social Sciences, 4, 104-115. https://doi.org/10.4236/jss.2016.43016 DOI: https://doi.org/10.4236/jss.2016.43016

Akala, W. J. (2019) Challenges Facing Teachers in Teaching in Teaching writing in Kenyan Public Secondary schools. International Journal of Education, Learning, and Development,7(2),54-69.

Alfaki, I. M. (2015). University's students' English writing problem: diagnosis and remedy. International Journal of English Language Teaching, 3(3), 40-52.

Altamimi, D., &Rashid, R. A. (2019). Spelling problems and causes among Saudi English Language Undergraduates. Arab world English Journal, 10 (3)178-191. https://doi.org/10.24093/awej/vol10no3.12 DOI: https://doi.org/10.24093/awej/vol10no3.12

Altweissi, A. & Maaythah, R. (2022). The effect of using educational drama on developing speaking skill of the sixth graders in the English language. The Universal Academic Research Journal, 4(1),10-21. https://doi.org/10.17220/tuara.2022.01.02 DOI: https://doi.org/10.17220/tuara.2022.01.02

Al-Zuoud, K. M., & Kabilan, M. K., (2013). Investigating Jordanian EFL Students' Spelling Errors at Tertiary Level. International Journal of Linguistics, 5, (3), 164-176. https://doi.org/10.5296/ijl.v5i3.3932 DOI: https://doi.org/10.5296/ijl.v5i3.3932

Beckman-Anthony, A.R. (2008). Out strategies for English- language learners: Theory to practice. Reading Teacher, 61(6),472-482.

https://doi.org/10.1598/RT.61.6.4 DOI: https://doi.org/10.1598/RT.61.6.4

British Council Africa. (2021). English Across the Continent. Retrieved from https//www.britishcouncil.org/Africa-English

Bunge, M. (1962). Causality: The Place of the Causal Principle in Modern Science. Harvard University Press.

Can, G. (2009). A model for doctoral students' perceptions and attitudes towards written feedback for academic writing (Unpublished doctoral dissertation). Utah State University.

Carson, D., Gilmore, A., Perry, C., & Gronhaug, K. (2001). Qualitative Marketing research. Sage Publications, London. https://doi.org/10.4135/9781849209625 DOI: https://doi.org/10.4135/9781849209625

Chastain, K. (1998). Developing second language skills (2nd Ed.) Chigo: Harcourt Brace Publishers.

Cheruiyot, B. (2024). Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya. East African Journal of Education Studies, 7(3), 260-266. https://doi.org/10.37284/eajes.7.3.2098 DOI: https://doi.org/10.37284/eajes.7.3.2098

Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on composition: ''Teacher and student verbal report". In second language writing: Research Insights for the classrooms: Ed. B. Kroll. Cambridge: CUP.

Dornbrack, J., & Dixon, K. (2014). Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing. Reading & Writing, 5(1), Article #40, 8 pages. https://doi.org/10.4102/rw.v5i1.40 DOI: https://doi.org/10.4102/rw.v5i1.40

Ellis, R. (1994). The study of second language acquisition. New York: Oxford University.

Fakeye, D. (2012). Teachers' qualification and subject mastery as predictors of achievement in Ibirapa Division of Oyo State. Global Journal of Human Science, 12(3), 1–6.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners' Writing Skills: Problems, Factors and Suggestions. Journal of Education and Social Sciences, 4, 81-92. https://doi.org/10.20547/jess0421604201 DOI: https://doi.org/10.20547/jess0421604201

Fitriani, D. A., &Apriliaswati, R. (2015). A study on student's English speaking problems in speaking performance. Journal Pendidikan Dan Pembelajaran Khatulistiwa, 4(9), 1-13. https://dx.doi.org/10.26418/jppk.v4i9.11345

Fogel, H., & Ehri, L. C. (2000). Teaching elementary students who speak black english vernacular to write in standard english: effects of dialect transformation practice. Contemporary Educational Psychology, 25(2), 212–235. https://doi.org/10.1006/ceps.1999.1002 DOI: https://doi.org/10.1006/ceps.1999.1002

Foster, C. (2015). Teaching Children with Reading and Writing Difficulties in Regular Schools. Learning Disabilities Quarterly,38(3), 182-189.

Gbollie, C., & Keamu, H. P. (2017). Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning. Education Research International, 2017, Article ID: 1789084. https://doi.org/10.1155/2017/1789084 DOI: https://doi.org/10.1155/2017/1789084

Good, T. L., & Brophy, J. E. (2000). Looking in Classrooms (8th Ed.). New York: Longman.

Gram, S. (2008). Research on writing development, practice, instruction and assessment. Read and write 21, (1-2),1-2. https://doi.org/10.1007/s11145-007-9069-7 DOI: https://doi.org/10.1007/s11145-007-9069-7

Hacker, D., & Sommers, N. (2020). Rules for Writers with Writing About Literature, 2020 APA Update. Macmillan Higher Education.

Hankinson, R. J. (1998). Cause and Explanation in Ancient Greek Thought. Oxford: Oxford University Press.

Hasani, A. (2016). Enhancing Argumentative Writing Skill through Contextual Teaching and Learning. Educational Research and Reviews, 11(16), 1573-1578.

Hewitt, R. (2018). Developing Writing skills: African Perspectives. Retrieved from https://www.cambridge.org/ke/cambridgeenglish/programs/teaching-english/africa-english/writing-skills-african-perspectives

Hilton H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language learning journal, 36(2),152-166.

https://doi.org/10.1080/09571730802389983 DOI: https://doi.org/10.1080/09571730802389983

Hudson, R. (2004). Why education needs linguistics (and vice versa). Journal of Linguistics, 40(1), 105-130. https://doi.org/10.1017/S0022226703002342 DOI: https://doi.org/10.1017/S0022226703002342

Maley, A. (2012). Creative Writing for Students and Teachers. Humanizing Language Teaching, 14(3). Retrieved from http://www.hltmag.co.uk/jun12/mart01.html

Martirosyan, N. M., Hwang., E., & Wanjohi. R. (2015). Impact of English on Academic Performance of International Students. Journal of International Students, 5(1), 60-71. https://doi.org/10.32674/jis.v5i1.443 DOI: https://doi.org/10.32674/jis.v5i1.443

Marzano, R. J. (1982). Identifying various types of student writing problems. Journal of Reading, (25), 405- 411.

Misbah, N. H., Mohamad, M., Yunus, M., & Ya'acob, A. (2017). Identifying the Factors Contributing to Students' Difficulties in the English Language Learning. Creative Education, 8, 1999-2008. https://doi.org/10.4236/ce.2017.813136 DOI: https://doi.org/10.4236/ce.2017.813136

Moses, R. and Mohamad, M. (2019). Challenges Faced by Students and Teachers on writing skills in ESL Context: A literature Review. Creative Education,10, 3385-3391.doi:10.4236/ce.2019.1013260. DOI: https://doi.org/10.4236/ce.2019.1013260

Nation, I.S.P (1983). Testing and teaching vocabulary. New York: Newbury House.

Ngabonziza, A.J. (2020). Multilingual writing pedagogy for African languages in the monolingual education setting: Literacy development for multilingual children in Rwanda (grades 1-3) (University of KwaZulu Natal, Durban, South Africa). https://researchspace.ukzn.ac.za/handle/10413/19174.

Ngwenya, C., & Chingwe, E. (2023). Academic writing challenges at TTCs in Rwanda: A case study of TTC Kirambo, Burera District, Rwanda. International Journal of Research and Innovation in Social Science (IJRISS), 7(5), 1299-1317. https://doi.org/10.47772/IJRISS.2023.70599 DOI: https://doi.org/10.47772/IJRISS.2023.70599

Nyang'au B, N. (2014). Challenges Students Face in Learning Essay Writing Skills in English Language in Secondary Schools in Manga District, Nyamira County, Kenya (Master's Thesis, Kenyatta University, Kenya).

Odundo, P.A., & Indoshi, F.C (2020). Promoting Effective Writing Skills Development in Bilingual Context: An Exploratory Case Study of Selected Kenyan Secondary schools. Journal of Education and Patrice,11(2), 1-7.

Pearl, J. (2000). Causality: Models. Cambridge University Press.

Qasem, F. A. (2020). Expelling Errors with Relation to the Phonological Syllable Structure in the writings Saudi ESL Learners. International Journal of English Linguistics, 10(6), 152-161. https://doi.org/10.5539/ijel.v10n6p152 DOI: https://doi.org/10.5539/ijel.v10n6p152

Quian D.D. (1999). Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282-308. https://doi.org/10.3138/cmlr.56.2.282 DOI: https://doi.org/10.3138/cmlr.56.2.282

Segikwiye, H. (2017). Effect of the use of English language as a medium of instruction on pupils'academic performance in primary school (PIASS Dissertation, Butare.

UNESCO. (2024). Global Education Monitoring Report Team. Retrieved from https://www.en.unesco.org/gemreport.

Uwiyubashye, E. (2017). Online reading habits in enhancing language skills of students in learning institution (PIASS Dissertation, Butare, Rwanda).

White, F. D. (1986). The Writer's Art: A Practical Rhetoric and Handbook. New York: Wads worth Publishing Company.

White, R. & Arndt, V. (1991). Process Writing. Longman handbook for language teachers. London: ASCD .

World Bank. (2021). Education in East Africa: Building Skills for the Future. Retrieved from https://www.worldbank.org/en/region/afr/ publication/education-in-east-africa- building-skills-for-the-future

Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19(1), 79-101. https://doi.org/10.2307/3586773 DOI: https://doi.org/10.2307/3586773

Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction (7th ed.) Happer Collins.