Challenges in Teaching English Essay Writing to Secondary School Students: A Case Study of G.S. Karambo in Karongi District

Essay writing is a crucial skill in language education, a milestone for developing coherent expression, critical thinking, and academic competence. Despite its role, teaching essay writing remains a vital pedagogical challenge, particularly in contexts where English is a second language. The study at hand investigated the challenges faced by both teachers and students in the teaching and learning of essay writing at GS Karambo, Rwanda, and explores plausible strategies to enhance writing proficiency. Specifically, the study aimed to identify the main challenges faced by teachers, assess students’ difficulties in mastering essay writing, and propose effective interventions. A mixed-methods descriptive survey design was employed, combining qualitative and quantitative approaches. The target population included 577 students, three English teachers, and two school leaders. Stratified random sampling was used to select 85 students proportionally across grade levels, while purposive sampling was applied to select teachers and school leaders, resulting in a total sample of 90 respondents. Data were collected using questionnaires for students and teachers and semi-structured interviews with teachers and school leaders. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically interpreted. Research findings revealed that teachers face substantial challenges, including time constraints, large class sizes, and insufficient teaching resources (100% of teachers), as well as student-related issues such as low motivation and language interference (66.6%). Students reported major difficulties in vocabulary and grammar (76.5%), essay organisation and coherence (82.3%), language interference (75.3%), and inadequate instructional support (77.6%). Students and school leaders emphasised the need for strategies such as reducing language interference, enhancing instructional materials, increasing motivation and confidence, and organising essay writing clubs or competitions. School leaders also highlighted the importance of teacher professional development and manageable class sizes to improve instruction. The study concluded that improving essay writing skills at GS Karambo requires a multifaceted approach combining institutional support, pedagogical innovation, linguistic reinforcement and student-centred interventions. Recommendations include providing adequate institutional materials, reducing class sizes, enhancing teacher training, addressing language interference, promoting student motivation, and fostering collaborative efforts among stakeholders. Implementation of these strategies can significantly enhance students’ writing proficiency and overall sound academic performance.