Abstract
English is the sole medium of instruction in Namibian higher education institutions. The fact that more than 90% of Namibian students do not speak English as their home language has often been indicated as the cause of students’ poor performance in English. This study investigates the English proficiency of first-year education students at the University of Namibia's Khomasdal Campus with a focus on students’ written works. This study aims to identify and explain the factors that cause students’ poor writing proficiency in English. Based on qualitative research perspectives, the results show that Namibian students face a range of challenges regarding written communication.
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