English proficiency is a ticket to academic success and opens doors to better career prospects in many parts of the world. However, English Language is a challenge to learners in the Kingdom of Eswatini and their performance in external examinations is compromised due to low English literacy levels. To investigate the problem, the study explored learners’ perceptions of the Eswatini General Certificate of Secondary Education (EGCSE) with particular reference to English literacy in the Hlathikhulu cluster schools. Using an embedded mixed method design, 120 Grade 11 learners (55 males and 65 females) were selected from six schools within the Hlathikhulu cluster. The schools were selected using simple random sampling, whereas the learners were selected purposively. Data were collected using semi-structured interviews using open-ended questions, a structured questionnaire as well as a language literacy test. Qualitative data were analysed using thematic content analysis whereas quantitative date were analysed using both descriptive and inferential statistics, particularly Spearman’s correlation. The findings revealed that a majority of learners had positive perceptions about English literacy; despite some challenges that hinder learners from attaining the highest level of literacy in English. The findings further indicated that nearly all the respondents used some form of learning strategies to mitigate the challenges. As revealed by the findings, the strategies were helpful to most leaners although the learners were still not happy that their overall performance in English literacy. The inferential statistics showed a strong correlation between language strategy use and performance as well as perception and performance. Based on the findings, the study concluded that despite having difficulties, learners had positive perceptions about English Literacy, and that that the use of learning strategies underscores the leaners’ determined efforts to pass the subject. By focusing on the learners, the study advances scientific knowledge as it taps into a less researched territory.
Overall, the findings have implications for improving language teaching and learning in Eswatini and other contexts where English is a second language.
Emhlabeni wonkhe jikelele, kwati lulwimi lwesiNgisi ngekwelucophelelo lelisetulu kuyayivula iminyango yemadlelo laluhlata kutekusebenta. Noma kunjalo, kepha lolulwimi lwesiNgisi luta netingcinamba kubafundzi eveni laseSwatini, kufaka ekhatsi, kungasiphasi kahle lesifundvo ikakhulukati eluhlolweni lolukhulu lwangephandle. Imbangela yalokungaphasi kahle lesifundvo, lizinga lelincane bafundzi labasati ngaso lesifundvo sesiNgisi. Kucwaningwa imbangela yalokufeyilwa kangaka kwalesifundvo,kubukwe indlela labacondza ngayo lesifundvo sesiNgisi, bafundzi besitifiketi lesijwayelekile semfundvo lephakeme Eswatini (EGCSE), lakhona kubukwe kakhulu bafundzi labasetikolweni letibutsene kaHlathikhulu. Ngekusebentisa indlela yelucwaningo lebhicako, kwakhetfwa bafundzi labalikhulu nemashumi mabili (emashumi lasihlanu nesihlanu, lokubafana, kanye nemashumi lasitfupha nesihlanu lokumantfombatana). Tikolwa betingenele lolucwaningo takhetfwa ngalokungahlelwa, kani bafundzi bona bakhetfwa ngenhloso, kubukwa tingoni letitsite. Kukoleka i-datha, uMcwaningi wasebentisa; imibuto levuleke kancane wacococisana nabo bafundzi; liphepha lelineluhlu lwemibuto; kanye nesivivinyo selulwimi lwesiNgisi lesicwaninga lizinga umfundzi lati ngalo lolulwimi. Idatha leyatfolakala nakucociswana nebafundzi yahlatiywa, yabutsiswa ngetigcikitsi, kani lena yesivivinyo selulwimi lwesiNgisi neyeluhlwa lwemibuto lebhalwe phasi yona ihlatiywe ngendlela yaSpearman yekubuka budlelwano (ngekubuchaza nangekubucabanga). Lolucwaningo naselentiwe, luvete kutsi linyenti lebafundzi linembono lomuhle ngesiNgisi noma nje banato tingcinamba letivimba kutsi lolulwimi bagcine bangalwati ngalokusezingeni lelisetulu. Kuvelile futsi, kutsi linengi labo bafundzi basebentisa tinsita kufundza kulwa netingcinamba labahlangana nato nabafundza siNgisi. Bafundzi baveta kutsi noma beva ngatsi letinsita kufundza tiyabasita kufundza siNgisi, kepha abagculiseki ngelizinga lesolo baphasa ngaso lesifundvo sesiNgisi. Tibalo kulolucwaningo tikhombise kutsi kunebudlelwano lobukhulu emkhatsini wekusebentisa; tinsita kufundza; indlela bafundzi lababuka ngayo siNgisi; kanye nendlela labaphasa ngayo lesifundvo. Kuphetsa; lokungashiwo kutsi noma bafundzi banebulukhuni ngalesifundvo sesiNgisi, kepha bona basitsatsa kahle lesifundvo, kungako betama konkhe lokusemandleni kusebentisa tinsita kufundza lokukhomba kutikhandla ngalolulwimi. Ngekugcila kwalolucwaningo kubafundzi, lutfutfukisa lwati kutebucwephesha ngoba lubuke ingoni lengakavami kubukwa baCwaningi, kani ke, nemiphumela yalolucwaningo itawusita kakhulu indlela lokufundvwa ngayo nendlendlela lekufundziswa ngayo lesifundvo sesiNgisi, eveni laseSwatini kanye nakulamanye emave lakhona lolulwimi lufundvwa njengelulwimi lwesibili.
Engelsvaardigheid is ‘n kaartjie na akademiese sukses en maak deure oop na beter loopbaanvooruitsigte in baie dele van die wêreld. Engelse Taal is egter ‘n uitdaging vir leerders in die Koninkryk van Eswatini en hul prestasie in eksterne eksamens word benadeel as gevolg van lae Engelse geletterdheidsvlakke. Om die probleem te ondersoek, het die studie leerders se persepsies van die Eswatini Algemene Sertifikaat van Sekondêre Edukasie (EASSE) ondersoek met spesifieke verwysing na Engelse geletterdheid in die Hlathikhulu-klusterskole. Deur ‘n ingebedde gemengde metode-ontwerp te gebruik, is 120 graad 11-leerders (55 mans en 65 vroue) uit ses skole binne die Hlathikhulu-kluster gekies. Die skole is deur eenvoudige ewekansige steekproefneming geselekteer, terwyl die leerders doelbewus geselekteer is. Data is ingesamel deur gebruik te maak van semi-gestruktureerde onderhoude deur oop vrae, ‘n gestruktureerde vraelys sowel as ‘n taalgeletterdheidstoets te gebruik. Kwalitatiewe data is ontleed deur tematiese inhoudsanalise te gebruik, terwyl kwantitatiewe datum ontleed is deur gebruik te maak van beide beskrywende en inferensiële statistieke, veral Spearman se korrelasie. Die bevindinge het aan die lig gebring dat ‘n meerderheid leerders positiewe persepsies oor Engelse geletterdheid gehad het; ten spyte van sommige uitdagings wat leerders verhinder om die hoogste vlak van geletterdheid in Engels te bereik. Die bevindinge het verder aangedui dat byna al die respondente een of ander vorm van leerstrategieë gebruik het om die uitdagings te versag.Soos deur die bevindinge aan die lig gebring, was die strategieë nuttig vir die meeste leergangers, hoewel die leerders steeds nie tevrede was met hul algehele prestasie in Engelse geletterdheid nie. Die inferensiële statistieke het ‘n sterk korrelasie getoon tussen taalstrategiegebruik en prestasie asook persepsie en prestasie. Op grond van die bevindinge het die studie tot die gevolgtrekking gekom dat leerders, ondanks probleme, positiewe persepsies oor Engelse Geletterdheid gehad het, en dat die gebruik van leerstrategieë die leerders se vasberade pogings om die vak te slaag onderstreep. Deur op die leerders te fokus, bevorder die studie wetenskaplike kennis namate dit ‘n minder nagevorsde gebied inskakel.Oor die algemeen het die bevindinge implikasies vir die verbetering van taalonderrig en -leer in Eswatini en ander kontekste waar Engels ‘n tweede taal is.
