State of Online Teaching in Grade 10 English Second Language Essays with Special References to Orthographic Errors and WhatsApp During COVID-19 Pandemic

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.