Challenges in Teaching Composition Writing In Secondary Schools in Pokot County, Kenya.

Abstract

The purpose of this study was to investigate the challenges in teaching composition writing in Kenyan secondary schools. This was accomplished through the study objectives which were to: establish the challenges encountered in teaching and learning of composition writing, investigate if there are adequate resources to teach composition writing and find out the techniques teachers use to teach composition writing. The study was based on Selinker’s (1975) Interlanguage Theory and Krashen’s (1985) Input Hypothesis Theory. The Inter-language theory posits that learners develop an Inter-language in the process of second language acquisition; and teachers should view errors made by students as a step towards the target language. The Input Hypothesis stresses on the role of input (teaching) on mastery of a second language. The study employed descriptive survey research design. The research was undertaken in Pokot County.. The researcher used stratified random sampling to select the three categories of schools; 3 boys, 2girls and 3 mixed schools. Systematic random sampling was used to select 20 form three students from each of the selected schools. This formed about 30% of the accessible population, which Kerlinger (1973) recommends as being a representative sample for a descriptive research study. A total of 160 students and 16 teachers participated in the study. The teachers were selected purposively. Frankel and Wallen (2006) recommend at least 100 subjects in a descriptive study and176 respondents were used in this study. Data was collected through student and teacher questionnaires and a writing task for the students. Both close-ended and open-ended questionnaires were used. Data was analyzed using descriptive statistics. The study revealed that writing is not taught effectively in schools. It was also evident that both teachers and students face challenges which include inadequate resources, heavy work load on the part of the teachers, and lack of motivation, mother tongue influence and limited use of English both in school and at home. The study recommends that, teachers should give learners tasks that motivate them, use techniques that are learner centred such as dramatization, role- play and group writing.  The schools management should provide adequate resources and develop school language policies that will encourage the use of English in the school compound.  The teachers Service Commission should post more teachers to the schools to curb the issue of work load so that language teachers can have sufficient time to train learners on writing skills.

Key words: English language, Composition writing, techniques, resources, competence.