Browsing by Author "Matee, Lihotetso Gloria"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Exploring the use of process writing approach in enhancing narrative writing skills among Grade 9 English Language learners in one Secondary school in Leribe
    (National University of Lesotho, 2026) Mofolo, Tsooana; Mahao, Mahao; Matee, Lihotetso Gloria
    Narrative writing remains a predominant challenge impeding learners’ performance in English language classrooms within secondary school contexts. This study investigated the application of the process writing approach as a pedagogical strategy for enhancing narrative writing skills among Grade 9 English language learners at a selected secondary school in Leribe. The research was underpinned by Vygotsky’s Sociocultural Theory (1978), which foregrounds the critical role of social interaction, collaboration and scaffolding in the learning process. A mixed-methods approach was adopted, employing a single-group pretest-posttest experimental design; supplemented by qualitative interviews. The study comprised 45 Grade 9 English language learners, purposively selected from one secondary school in Leribe. Quantitative data were gathered through pretest and posttest writing tasks, whereas qualitative data were elicited through semi-structured interviews. Quantitative data were analysed using SPSS version 26, while qualitative data underwent thematic analysis. The findings demonstrated a statistically significant improvement in learners’ narrative writing skills following the implementation of the process writing approach. Furthermore, learners articulated positive perceptions of the approach, indicating that it facilitated enhanced planning, revision, idea organisation and writing confidence. The study concludes that the process writing approach constitutes an effective pedagogical intervention for improving learners’ narrative writing abilities. Accordingly, it is recommended that English language teachers integrate the process writing approach into writing instruction to foster narrative writing competence among secondary school learners in Lesotho.
  • Thumbnail Image
    ItemOpen Access
    Opportunities and challenges in a pilot implementation of integrated curriculum
    (National University of Lesotho, 2019-08) Matee, Lihotetso Gloria; Matsoso, Lifelile Mpho
    The purpose of this study was to investigate opportunities and challenges in pilot implementation of integrated curriculum in the teaching and learning of English Language. The study adopted a dual theoretical framework advocated by John Dewey (1925). This study was underpinned by constructivism paradigm, qualitative design was also adopted. In line with the adopted design, the researcher found qualitative case study to be appropriate for the study. In this study, purposive convenience sampling which is a non-probability sampling technique was employed. A sample of twenty four (24) English Language learners, three (3) English Language teachers and three (3) principals was used as participants of the study. For the researcher to be able to assemble opportunities and challenges in pilot implementation of Integrated English, conversational interviews, focus group discussions and classroom observations were conducted at live situations. In this study, data was analysed based on the themes which emerged. In the view of these findings, it was established that the introduction of integrated curriculum in Lesotho calls for research to adopt a subject-based pilot implementation of not only Integrated English but also of other subjects before country-wide implementation takes place. The recommendations made were meant to raise an awareness to the curriculum developers to prescribe relevant textbooks as well as instructional and learning resources. Ministry of Education and Training also should provide English Language teachers with requisite teaching and learning needs and strategies relevant to Integrated English in order to avoid certain challenges and benefit from IC.