Namibian Learners’ And Teachers’ Perceptions Regarding English Second Language Writing Activities: The Case Of Selected Schools In Windhoek

Abstract

This study investigated the Namibian learners and teachers’ perceptions regarding the English Second Language (ESL) writing activities in selected schools of the Windhoek. It aimed at addressing seven major questions that were pertinent in understanding the significance of ESL writing activities in the lives of the participants. These questions looked at the perceptions of ESL learners and teachers regarding the level of enjoyment and usefulness of ESL writing activities, competence levels in the writing activities, levels of support in learning and teaching of the writing activities and the differences in the learners’ perceptions of ESL writing activities based on gender and the performance level of schools.

Purposefully, one higher performing, one average performing and one lower performing school from the Windhoek were selected. The three schools were chosen on the basis of how learners performed in ESL writing in the 2008, 2009 and 2010 examinations. A total of 300 Grade 11 learners were selected in each school using random sampling of full class groups. One focus group discussion with Grade 11 learners from each of the sampled school was also carried out where 10 learners were randomly selected to participate. Questionnaires for learners and teachers were used after a pilot study was carried out.

The following is a synthesis of the findings: more learners felt writing activities were easy compared to those who saw them as difficult. The research revealed differences in how learners enjoyed and upheld the usefulness of ESL writing activities. Chi-square results on the analysis of the perceptions of learners regarding writing activities, in relation to gender, demonstrated that in most cases, the differences were not statistically significant. Several chi-square analyses done on the schools’ performance levels in relation to ESL writing activities yielded clear and statistically significant differences between the three schools.