LEARNERS’ DIFFICULTIES AND TEACHER INSTRUCTIONAL PRACTICES IN ESSAY WRITING IN CAMEROONIAN SECONDARY SCHOOLS
Abstract
This paper examines the challenges Cameroonian secondary students face in writing essays and the teaching methods educators use to help them overcome these hurdles. Essay writing is a key part of the curriculum in Cameroonian secondary schools, serving as a crucial stepping stone to success in exams like the GCE and Baccalaureate. Yet many students still struggle to produce effective written work, resulting in consistently low performance. Drawing on Process Writing Theory, Socio-cultural Theory, and Pedagogical Content Knowledge, this study employs a mixed-method research approach. The quantitative data pinpoint common issues students face, including generating ideas, organising their thoughts, using language effectively, and revising their work. Meanwhile, the qualitative data examines the teaching strategies and classroom practices educators implement. The findings indicate that students grapple with challenges such as interference from their first language or French, Pidgin English, idea generation, organisation, grammatical accuracy, and revision skills. On the teaching side, the qualitative results show that educators use a variety of strategies, including modelling, guided practice, peer collaboration, and feedback. However, these methods are often limited by factors like large class sizes, restricted instructional time, insufficient training in writing pedagogy, and a heavy focus on exam-oriented curricula. This study adds valuable insights to the field of writing instruction by highlighting the connection between students' difficulties and teachers' responses in Cameroonian secondary schools and emphasising the need for practical improvements in teacher education and professional development.
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