Mofolo, Tsooana2026-08-052026-08-052026https://hdl.handle.net/20.500.14155/2372Narrative 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.en