Reading to learn for effective writing of a narrative essay
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Date
2025
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Publisher
National University of Lesotho
Abstract
This study explores the effectiveness of the Reading to Learn (RtL) approach in teaching narrative writing to learners at a school in Mafeteng, as well as their perceptions and attitudes towards their writing development. A one-group pre-test and post-test design was employed, with a purposively sampled class of 35 learners receiving an intervention within an action research framework. Learners' results were evaluated before and after the RtL intervention. The study adopted a mixed-methods approach, incorporating both quantitative and qualitative techniques for data generation. Data collection methods included classroom observations, field notes, document analysis, closed-ended questionnaires, focus group discussions, and a semi-structured interview. Descriptive and content analyses were used to evaluate data from the learners and one English teacher. Descriptive analysis involved statistical measures such as frequency percentages, means, and standard deviations, which were calculated using a paired t-test via SPSS 20 and then merged into common themes. The difference between learners' narrative writing results – before and after the intervention – was statistically significant. The findings revealed that learners' narrative writing performance had improved, and they held positive perceptions and attitudes towards the intervention. Consequently, it was concluded that the RtL approach can enhance learners' narrative writing skills.