TEACHING AND LEARNING STRATEGIES TO ENHANCE LEARNERS’ WRITING COMPETENCES IN ENGLISH AT ORDINARY LEVEL IN NANSANA MUNICIPALITY

Abstract

This study aimed at exploring the teaching and learning strategies to enhance learners’ writing competences in the English language at Ordinary Level in Nansana Municipality. The study was based on three specific objectives. Firstly, to identify the learners’ activities that enhance their writing competences in the English language. Secondly, to find out the classroom activities that enhance learners’ writing competences in the English language. Thirdly, to find out the teacher’s instructional delivery strategies that enhance learners’ writing competences in the English language. To achieve the objectives, the study used a qualitative research design using a case study of Amity Secondary School. The sample comprised of twenty Senior Three students, five teachers of English language, three administrators who included the head of the English department, the director of studies, and the head teacher. Four methods of data collection were used and these included in-depth interviews, classroom observations, document analysis, and focus group discussions. Data were analyzed using thematic analysis. The findings revealed that the learners’ activities that enhanced their writing competences in the English language included internet use, looking up new words in the dictionary, consulting fellow students, consulting teachers, use of writing groups, and continuous practice. Furthermore, the classroom activities that enhanced the learners’ writing competences in the English language included classroom exercises, continuous assessment tests, and quizzes. Regarding the teachers’ instructional delivery strategies that enhance learners’ writing competences in the English language, the findings showed that teachers mainly employ scaffolding, tea m teaching, and role playing. The study recommends that the strategies used by both the teachers and the learners should be revisited to ensure that they are effective in improving learners’ writing competences in the English language.