Exploring Effective Teaching Strategies for Improving LGCSE Learners’ Sesotho Writing Skills in Lesotho

Abstract

The persistent difficulties experienced by LGCSE learners in developing effective Sesotho writing skills indicate a need to strengthen writing instruction in Lesotho secondary schools. This study explored teaching strategies used to improve LGCSE learners’ Sesotho writing skills. Guided by the Process Writing Approach, the study adopted a qualitative methodology within an interpretivist paradigm and used a case study design. Participants comprised six Sesotho teachers and nine Grade 11 LGCSE learners drawn from three secondary schools in the Botha-Bothe district. Data were generated through semi-structured interviews, classroom observations and document analysis and were analysed thematically. The findings identified brainstorming and explicit instruction, guided writing, collaborative writing, constructive teacher feedback, and language support with vocabulary development as useful strategies for supporting learners’ writing development. Brainstorming supported idea generation and organisation, while guided writing enabled teachers to scaffold learners throughout writing tasks. Collaborative writing created opportunities for learners to exchange ideas and review one another’s work, whereas constructive feedback supported revision and correction. Continued use of Sesotho, together with vocabulary explanations, sentence frames and contextual examples, supported learners’ written expression. Overall, the findings indicate that learner-centred, process-oriented instruction can provide structured opportunities for planning, drafting, feedback, revision and language development. The study highlights the value of integrating these strategies consistently into Sesotho writing lessons to support learners’ confidence and writing competence.