Abstract:

Abstract The essay is a typical task provided in schools to evaluate learner’s writing abilities and newly acquired knowledge. Because of how text-oriented the world has become, writing has been regarded as one of the most important abilities. As a result, teachers are in tremendous need of efficient methods to boost writing abilities in their classrooms. Yet, most learners lack the ability to write an English essay, particularly in remote areas. The aim of the study is to investigate the underlying reasons for the difficulties teachers encounter while attempting to teach English writing skills in rural schools of OR Tambo Inland District, Eastern Cape Province. The Zone of Proximal Development is highlighted as the issue of collaboration in the education system in order to develop children’s creative writing. Therefore, the study adopted socio-cultural theory as the theoretical framework. The study also adopted a quantitative research method. The participants of the study included six language teachers that were purposefully selected as information-rich participants. The findings of the study revealed that (i) teachers were lacking inappropriate methods, (II) the time spent in teaching essay writing was grossly inadequate, and finally (III) teachers experienced many challenges in reading and writing skills, which included, difficulty in motivating their learners, learners of diverse levels, difficult materials and time constraints to teach the learners. Therefore, the study recommended the use of pre-taught vocabulary, various teacher influences and the implementation of positive literacy practices.

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