Exploring the Experiences of pre-Service Teachers in teaching Summary Writing for Grade Ten English First Additional Language in the O.R. Tambo Coastal District of South Africa

Exploring the Experiences of pre-Service Teachers in teaching Summary Writing for Grade Ten English First Additional Language in the O.R. Tambo Coastal District of South Africa

Lundi Nomlala

Issue: Vol. 7 No. 1 2026 Article 13 pp.182 – 191
DOI : https://doi.org/10.38159/jelt.20267113 Published online 27th February 2026.

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ABSTRACT

Summary writing involves reducing a text to its most basic elements while emphasizing its main ideas. Effectively summarizing written texts is critical for learners, particularly in learning English as a First Additional Language (EFAL) in South Africa. This study explores pre-service teachers’ experiences teaching summary writing to grade ten learners in English First Additional Language (EFAL) within the O.R. Tambo Coastal District. Employing a qualitative research approach and a case study research design, this study gathered insights from twenty pre-service teachers who reflected on their School-Based Experience (SBE) where they went to do teaching practice related to summary writing in grade ten English First Additional classrooms. The findings revealed several challenges, including language barriers, difficulties following instructions, struggles identifying main ideas, and a lack of paraphrasing skills. The study highlights that learners’ limited exposure to English, particularly in isiXhosa rural areas, significantly affects their comprehension and summarization skills. Additionally, confusion over formatting guidelines and a tendency to copy text verbatim rather than paraphrase further hinder learners’ abilities. Recommendations emphasize the need for targeted instructional strategies, scaffolding, and focused paraphrasing exercises to enhance summary-writing skills. These strategies align with Vygotsky’s Zone of Proximal Development, underscoring the importance of guided learning. The study advocates educational interventions to improve language proficiency and summary-writing skills in EFAL classrooms. A future study could examine the effectiveness of different learning styles in teaching summary writing.

Keywords: Summary writing, pre-service teachers, English First Additional Language, language barriers, grade ten learners

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AUTHOR(S)

Lundi Nomlala holds a doctoral degree in Language Education. He is lecturing at Walter Sisulu University in the Faculty of Education, Humanities, and Creative Arts, in the Education Department. He lectures English to Bachelor of Education Senior Phase and FET students majoring in languages. He has successfully supervised ten Bachelor of Education honours students and is supervising three Master’s students. His research interests are language education, school leadership and management, and higher education studies.

TO CITE ARTICLE

Nomlala, Lundi. “Exploring the Experiences of pre-Service Teachers in teaching Summary Writing for Grade Ten English First Additional Language in the O.R. Tambo Coastal District of South Africa.” Journal of Education and Learning Technology 7, no.1 (2026): 182 – 191. https://doi.org/10.38159/jelt.20267113