Targeting interventions on English writing proficiency skills of low-achieving learners in rural areas

Abstract

In the study reported on here we employed a qualitative approach to examine the English writing proficiency skills of academically low-achieving Grade 12 learners in rural areas. The focus was specifically on identifying targeted interventions to address their specific needs of limited vocabulary, underdeveloped metacognitive skills, digital gaps and scaffolding. Vygotsky’s socio-cultural theory underpinned the study. The research was conducted at 2 rural schools in the Vhembe district where 8 English First Additional Language (FAL) teachers and 20 high-performing learners participated in the study. A multi-method approach was employed, combining research instruments such as interviews, document analysis, and observations to gather rich and nuanced data. The findings of the study highlight the strengths and weaknesses of the learners’ English writing proficiency skills, as well as the teachers’ perceptions of the challenges and opportunities in teaching English writing in rural areas. The results inform the development of targeted interventions that can be implemented to support low-achieving learners in rural areas, thereby enhancing their overall academic performance and potentially improving their chances in life. The findings have implications for teacher professional development, curriculum design, and educational policy in South Africa, particularly in rural contexts of the Limpopo province.