Abstract:
This study looked into the state of online teaching in Grade 10 English Second Language essays in
three high schools, with a focus on orthographic errors and WhatsApp during COVID-19 pandemic. A mixed
research method was adopted in the study. Mixed method was adopted. Social Constructivism and Gratification
theory were adopted. The research was conducted using a descriptive research design. The participants in the
study were 180 Grade 10 learners who were purposefully chosen from three high schools that provide English
as a Second Language (EL2) and use it as a language of learning and instruction. After a pilot study, data was
gathered utilizing narrative essays produced by Grade 10 learners. Written EL2 essays were scrutinized for
WhatsApp orthographic errors, and a few photographs of the essays were used to demonstrate the illustrated
orthographic errors. During COVID-19 pandemic, learners in Grade 10 English Second Language essays saw
online teaching as a critical component of teaching and learning. The information was carefully analysed and
presented in frequency tables and graphs. Themes were created from the comments of the learners. Learners
on WhatsApp employed word cuts (WN), grammar mistakes (GR), word omission (WO), shorter words, and digits
in place of words, according to the findings. The findings led to recommendations that WhatsApp be formally
taught, as well as a LEE SINCUBA model. A WhatsApp model was proposed to aid in the sharing of the future
of EL2 essays with less orthographic errors.
