Challenges Teachers of English Encounter when Teaching Composition Writing using Writing Approaches: The Case of Three Selected Secondary Schools in Central West Education Division-Malawi

Abstract

This study aimed to investigate the approaches teachers of English use to teach composition writing and how these approaches impact writing competence. The study explored the challenges teachers of English in secondary school face when implementing these writing strategies in the classroom. Adopting a qualitative methodology and employing a case study design, the study utilized in-depth interviews, focus group discussions, classroom observations, literature reviews, and analysis of documents, including learners' exercise books to collect data from selected participant language teachers and learners. Data were transcribed, categorized, and coded using content analysis techniques. The findings reveal that teachers predominantly rely on a product-oriented approach to teaching composition. However, this approach has limitations, as it often leads to surface-level errors, a lack of ideas or vocabulary, poor organizational skills, and an overall inability among learners to compose effectively. Learners also demonstrated poor writing skills, including a lack of ideas and vocabulary, and exhibited general apathy towards composition writing, hindering their development as effective communicators in an increasingly globalized world. The study's findings suggest a need for further research into the impact of various writing approaches on students' writing competence and provide a foundation for future studies in this area