Factors That Affect the Teaching of English Composition at Ordinary Level: Case of Hwange District in Zimbabwe

Abstract

This study sought to establish factors that affect the teaching of English composition at Ordinary (O) level in Zimbabwe. The participants (n=10) were O level English teachers from Hwange District in Matabeleland North Province, Zimbabwe. The teachers were selected through purposive sampling. Interviews were used to generate data that were presented in percentages and analysed through content analysis, while being guided by research objectives. The major findings of the study were that the teaching of English composition at O level is largely affected by teachers’competencies, teaching methods used by the teachers, a language-rich learning environment and teacher motivation and morale, among other factors. Other school related factors such as the amount of time allocated to the teaching of English composition on the school timetable, provision of timely and meaningful feedback to learners on written compositions as well as teachers’ attendance of staff development workshops; were also noted to be influential. Accordingly, the researcher concluded that the teaching of O level English composition in the area under study is largely affected by a combination of teacher and other school related factors. It is recommended that for improvement and effectiveness in the teaching of English composition, teachers need to be motivated, boost their teaching competencies, use learner-centred teaching methods and provide a language-rich and conducive learning environment to O level English students.