Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4984
Title: Causes of poor argumentative english essay writing at Lesotho secondary education
Authors: Tlali, Geremiah Phenyane 
Thamae, Amelia Mamothibe 
Keywords: Poor argumentative essay;English essay writing;Secondary education;Argument;Attribution theory of success and failure
Issue Date: 17-Apr-2023
Publisher: Adonis and Abbey Publishers
Source: Geremiah Tlali, P. and Amelia Thamae, M. 2023. Causes of poor argumentative english essay writing at Lesotho secondary education. Journal of African Education. 4(1): 213-234. doi:10.31920/2633-2930/2023/v4n1a9
Journal: Journal of African Education; Vol. 4, Issue 1 
Abstract: 
Lesotho uses English as a medium of instruction throughout all levels of
education except in grades 1, 2 and 3 in all government schools. This language
situation imposes challenges to learners of English as a second language (ESL).
This becomes more evident at Junior Certificate (JC) level where English is
taken as a passing subject. A number of reports from the Examinations Council
of Lesotho (ECOL) endorse that the problem of English Language is still
apparent at Lesotho General Certificate of Secondary Education (LGCSE).
This is observed where most reports stipulate that English essay writing;
especially argumentative essay writing is not satisfactorily performed at LGCSE.
The literature in this area, however, appears to be limited. This study, therefore,
investigated causes of poor English argumentative essay writing at LGCSE.
Grounded on the Attribution Theory of Success and Failure by Weiner 1972,
the study followed a qualitative approach in which a case of three high schools
in Leribe district was employed. Data was collected from the sample drawn
from grade 11 learners and their English Language teachers using a test,
questionnaires and a focus group discussion with teachers. The findings
revealed, among others, that most learners fail to perform English
argumentative essay writing well due to failure to argue their points
convincingly. Additionally, the study discovered that some learners fail to use language accurately, fail to observe instructions and sometimes are not knowledgeable on the subject matter. The study then recommended, among others, field trips and regular exercises on English argumentative essay writing.
URI: https://hdl.handle.net/10321/4984
ISSN: 2633-2922
2633-2930 (Online)
DOI: 10.31920/2633-2930/2023/v4n1a9
Appears in Collections:Research Publications (Arts and Design)

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