The Challenges faced by Teachers and Learners in Implementing Process Writing Approach in a Sesotho Grade 4 Classroom
Aaron Mpho Masowa 
& Madira Thetso
Issue: Vol.6 No.3 Issue Article 6 pp. 317 – 326
DOI: https://doi.org/10.38159/ehass.2025636 | Published online 14th March, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Writing is one of the skills that play a crucial role in language teaching and learning because it encourages learners to think creatively. To enhance learners’ writing skills, the National Curriculum Statement recommends the implementation of the Process Writing Approach (PWA). Although the approach is highly recommended, the implementation remains a challenge in schools. This paper was guided by Constructivism Theory, and its main aim is to explore the challenges faced by Grade 4 Sesotho teachers and learners in implementing the process writing approach. Additionally, the paper suggests possible strategies that teachers can employ for the successful implementation of the approach to boost learners’ writing skills. Data for this paper were collected from journal articles and were analysed using deductive analysis. The findings revealed that the use of traditional pedagogies, limited time, delayed and unconstructive feedback, teachers’ perception of the approach, large classes, lack of understanding of the PWA and learners’ learning styles pose a serious challenge in the teaching of writing. The paper suggests improved teacher support, provision of constructive and timely feedback, deployment of traditional teaching pedagogies, raising learners’ awareness about the significance of the approach, ensuring learners’ understanding of the fundamentals of language, and consideration of learners’ learning styles and needs as possible strategies that teachers can employ to effectively implement process writing approach. The paper concludes that teachers should be empowered through workshops to enhance their teaching competencies. This study will help teachers of languages with the strategies on how to implement the Process Writing Approach to enhance the writing skills of learners and will serve as a guide for subject advisors on how to conduct in-service training for teachers.
Keywords: Writing Skills, National Curriculum Statement, Process Writing Approach, Constructivism Theory, Sesotho Teaching
Abas, Imelda Hermilinda, and Noor Hashima Abd Aziz. “Model of the Writing Process and Strategies of EFL Proficient Student Writers: A Case Study of Indonesian Learners.” Pertanika Journal of Social Sciences & Humanities 26, no. 3 (2018).
Abdullah, Hazlina, Azni Mohamed Zain, Nursyuhada’ Ab Wahab, Mohd Muzhafar Idrus, and Mas Rynna Wati Ahmad. “A Process Approach in the Teaching of Writing: Saving 21st Century Learners from Writer’s Block.” Universal Journal of Educational Research 8, no. 12 (December 2020): 7160–74. https://doi.org/10.13189/ujer.2020.081283.
Almubark, Amin Ali. “Exploring the Problems Faced by the Teachers in Developing English Writing Skills for the Students in Saudi Arabia.” International Journal of English Language Teaching 4, no. 10 (2016): 10–23.
Alves, A R. “Process Writing (Issue July). The University of Birmingham,” 2008.
Ariyanti, Ariyanti.“The Teaching of EFL Writing in Indonesia.” Dinamika Ilmu 16, no.2(2016):263-77.
Basyirudin, A.A.I., N. Marhaeni, and Nyoman Dantes. “The Investigation of the Teaching of Writing at the Tenth Grade of Senior High School (Sman) 1 Aikmel in East Lombok.” Jurnal Pendidikan Bahasa Inggris 1 (2013): 118682.
Botha, Renier Jacobus. “Outcomes-Based Education and Educational Reform in South Africa.” International Journal of Leadership in Education 5, no. 4 (2002): 361–71.
Condy, Janet, and Bernita Blease. “What Challenges Do Foundation Phase Teachers Experience When Teaching Writing in Rural Multigrade Classes?” South African Journal of Childhood Education 4, no. 2 (2014): 36–56.
Cutler, Laura, and Steve Graham. “Primary Grade Writing Instruction: A National Survey.” Journal of Educational Psychology 100, no. 4 (2008): 907.
Dagar, Vishal, and Aarti Yadav. “Constructivism: A Paradigm for Teaching and Learning.” Arts and Social Sciences Journal 7, no. 4 (2016): 1–4.
Dennis, Julie L, and Yvonne Swinth. “Pencil Grasp and Children’s Handwriting Legibility during Different-Length Writing Tasks.” The American Journal of Occupational Therapy 55, no. 2 (2001): 175–83.
Department of Basic Education. The Status of the Language of Learning and Teaching (LoLT) in South African Public Schools. Pretoria: Department of Basic Education, 2010.
———. Setatemente Sa Leano La Kharikhulamo Le Tekanyetso. Dikereiteng Tsa 4-6. Sesotho Puo Ya Lapeng. Pretoria: Government Printers, 2011.
Faraj, Avan Kamal Aziz. “Scaffolding EFL Students’ Writing through the Writing Process Approach.” Journal of Education and Practice 6, no. 13 (2015): 131–41.
Fareed, Muhammad, Almas Ashraf, and Muhammad Bilal. “ESL Learners’ Writing Skills: Problems, Factors and Suggestions.” Journal of Education and Social Sciences 4, no. 2 (2016): 81–92.
Gathumbi, A.W. “ Underachievement in Reading and Writing Skills and Implications in Promoting Life-Long Learning.” Journal of Education and Practice 4, no. 13 (2013).
Gibbons, Pauline. Scaffolding Language, Scaffolding Learning. Heinemann Portsmouth, NH, 2002.
Graham, S. “Strategy Instruction and the Teaching of Writing: A Meta-Analysis.” In Handbook of Writing Research, edited by A. MacArthur, S. Graham, and J. Fitzgerald, 187–207. New York: Guilford Press, 2006.
Graham, S., and K.R. Harris. Students with Learning Disabilities and the Process of Writing. A Meta-Analysis of SRSD Studies. New York: Guilford, 2003.
Gündogmus, Hatice Degirmenci. “The Difficulties Experienced by Teachers in the Process of Primary Reading and Writing Instruction and Their Solution Offers for Eliminating These Difficulties.” Universal Journal of Educational Research 6, no. 2 (2018): 333–39.
Güneş, F. Turkish Teaching Approaches and Models. Ankara: Pegem Academy, 2016.
Hammond, J., and B. Derewianka. “Genre.” In The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by R. Carter and D. Nunan. Cambridge: Cambridge University Press, 2001.
Hedge, T. Writing. Oxford: Oxford University Press, 2005.
Hyland, K. “Writing and Teaching Writing.” In Second Language Writing, edited by J.C. Richards. Cambridge: Cambridge University Press, 2003.
Laksmi, Ekaning Dewanti. “Scaffolding Students’ Writing in EFL Class: Implementing Process Approach.” Teflin Journal 17, no. 2 (2006): 144–56.
Luu, Tuan Trong. “Teaching Writing through Genre-Based Approach.” BELT-Brazilian English Language Teaching Journal 2, no. 1 (2011).
Maree, J.K., and A. Di Fabio. Complete Your Thesis or Dissertation Successfully. Practical Guidelines. Juta and Company Ltd., 2012.
Matavire, Juniel Shoko Tanga. “Transitional Literacy in Gauteng Primary Schools: Two Collective Case Studies of Reading and Writing Experiences of Grades 3 and 4 Learners,” 2016.
Megista, Hilda, Yohanes Gatot Sutapa Yuliana, Rahayu Apriliaswati, and Yanti Sri Rezeki. “English Teacher Strategies in Writing Activities at the Eighth Grade of Junior High Schools at Kembayan Sub-District.” Journal of Scientific Research, Education, and Technology (JSRET) 2, no. 2 (2023): 828–37.
Moses, Rachel Nyanamoney, and Maslawati Mohamad. “Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review.” Creative Education 10, no. 13 (2019): 3385.
Müldür, M, and A Çevik. “Secondary School Students’ Perceptions of Writing Skill: A Metaphor Analysis Study.” SDU International Journal of Educational Studies 4, no. 2 (2017): 54–70.
Nabhan, Salim. “University of PGRI Adi Buana Surabaya Grand Semanggi Residence C-21 Surabaya, Indonesia Email: Salimnabhan@ Yahoo. Com.” In Proceeding of the 7th International Conference on Educational Technology of Adi Buana (ICETA-7), 2016.
Ngussa, Neema Kusekwa. “Factors Contributing to Low Literacy among Primary School Pupils: A Case of Mkuranga District, Tanzania.” Sokoine University of Agriculture, 2015.
Nondabula, Nikiwe, and Vuyokazi Nomlomo. “Learners’ Experiences of Creative Writing in English First Additional Language: Pedagogical Implications.” Journal for Language Teaching 57, no. 1 (2023).
Ntombela, Berrington, Nomalungelo I Ngubane, and Samantha Govender. “Writing Approaches and Strategies Used by Teachers in Selected South African English First Additional Language Classrooms.” Reading & Writing-Journal of the Reading Association of South Africa 11, no. 1 (2020): 1–8.
Onozawa, Chieko. “A Study of the Process Writing Approach.” Research Note 10 (2010): 153–63.
Özbay, Murat, and Kemal Zorbaz. “Adaptation of Daly-Miller’s Writing Apprehension Test to Turkish.” Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8, no. 16 (2011): 33–48.
Sawyer, R.K. Explaining Creativity: The Science of Human Innovation. Oxford University Press, 2006.
Searle, J.R. The Construction of Social Reality. London: Penguin Books, 1995.
Sebetoa, Phillimon More. “Learners’ Challenges in Reading and Writing in English First Additional Language in the Intermediate Phase in Mankweng Circuit,” 2016.
Sun, Chunling, and Guoping Feng. “Process Approach to Teaching Writing Applied in Different Teaching Models.” English Language Teaching 2, no. 1 (2009): 150–55.
Suriyanti, Sufatmi, and Aizan Yaacob. “Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia.” Malaysian Journal of Learning and Instruction 13, no. 2 (2016): 71–95.
Tawafak, Ragad M., Awanis BT Romli, Ruzaini bin Abdullah Arshah, and Sohail Iqbal Malik. “Framework Design of University Communication Model (UCOM) to Enhance Continuous Intentions in Teaching and e-Learning Process.” Education and Information Technologies 25 (2020): 817–43.
Wang, Pei-ling. “Effects of an Automated Writing Evaluation Program: Student Experiences and Perceptions.” Electronic Journal of Foreign Language Teaching 12, no. 1 (2015).
What is Process Writing? “Zakime, Andreia .” WhatisELT, June 2018. https://www.whatiselt.com/single-post/2018/06/04/what-is-process-writing.
Yusof, Johana, Nor Ashikin Ab Manan, and Ahmad Ashaari Alias. “Guided Peer Feedback on Academic Writing Tasks Using Facebook Notes: An Exploratory Study.” Procedia-Social and Behavioral Sciences 67 (2012): 216–28.
Aaron Mpho Masowa has taught in various schools as a teacher since 2013 (Filadelfia Special School, The Beacon High School, Thabo-Thokoza Secondary School, Qhowaneng Primary School, and Motshepuwa Primary School and serve as a Sesotho lecturer in various institutions (Central University of Technology, University of the Free State and currently working as a lecturer and researcher at the University of South Africa (UNISA) in the Department of African Languages. He wrote various Sesotho books (Jo, bophelo bona! Lenyora, Ha re ithuteng, Hoja ka tseba, Dikakata tsa bophelo le Ho se tsebe ke lebote). He has published number of poems, book chapter and articles. He teaches language and literature and is strongly involved in community engagement where he develops the upcoming authors. His main areas of current research interest include language policy formulation and implementation, literature in African languages, Morphology and Syntax.
Dr. Madira Thetso is a lecturer and researcher in the Department of Languages, Literacies and Literatures at the University of Witwatersrand, South Africa. She holds a PhD in Linguistics with specialisation in Sesotho, which she obtained from the University of South Africa. She completed the Postgraduate Diploma in Education (HE) from the Witwatersrand University. Madira’s areas of interest include Morphology, Syntax, Semantics, Sociolinguistics, and Language Education. Madira teaches courses in Sesotho home language and African languages teaching methodologies.
Masowa, Aaron Mpho and Madira Thetso. “The Challenges faced by Teachers and Learners in implementing Process Writing Approach in a Sesotho Grade 4 Classroom ,” E-Journal of Humanities, Arts and Social Sciences 6, no.3 (2025): 317-326. https://doi.org/10.38159/ehass.2025636
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
