Abstract:

Background: Writing in English has always posed challenges to English First Additional Language (ENGFAL) learners. This study focused on challenges faced by Grade 12 learners in creative writing. The challenges related to the learners’ inability to implement process writing strategies. Objectives: The objectives of the study were to explore the challenges faced by Grade 12 learners in creative writing and also to design intervention strategies for the challenges experienced. Method: The study adopted the qualitative research paradigm. A phenomenological research design underpinned the study. The participants included twelve Grade 12 learners and two Grade 12 ENGFAL teachers. Data collection methods such as classroom observation, teacher interviews and document analysis were used in the study. Data collection instruments such as a tape recorder, observation schedule and interview schedule were adopted. Collected data relevant to the study was then transcribed, coded and analysed using the inductive method. Results: The results indicated that learners’ inability to properly implement process writing strategies was due to lack of detailed knowledge of what each stage requires them to do during writing. Lack of vocabulary also resulted in learners writing sub-standard sentences. Conclusion: The study recommended intervention strategies that would assist learners to improve in creative writing. Explicit teaching of process writing stages was recommended so that learners would familiarise themselves with the requirements of the stages. Other intervention strategies include vocabulary based teaching, learners’ exposure to more English reading materials so that they can improve spelling and encouraging collaborative learning in writing.

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