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The essay is a typical task provided in schools to evaluate learner’s writing abilities and newly acquired knowledge. Because of how text-oriented the world has become, writing has been regarded as one of the most important abilities. As a result, teachers are in tremendous need of efficient methods to boost writing abilities in their classrooms. Yet, most learners lack the ability to write an English essay, particularly in remote areas. The aim of the study is to investigate the underlying reasons for the difficulties teachers encounter while attempting to teach English writing skills in rural schools of OR Tambo Inland District, Eastern Cape Province. The Zone of Proximal Development is highlighted as the issue of collaboration in the education system in order to develop children’s creative writing. Therefore, the study adopted socio-cultural theory as the theoretical framework. The study also adopted a quantitative research method. The participants of the study included six language teachers that were purposefully selected as information-rich participants. The findings of the study revealed that (i) teachers were lacking inappropriate methods, (II) the time spent in teaching essay writing was grossly inadequate, and finally (III) teachers experienced many challenges in reading and writing skills, which included, difficulty in motivating their learners, learners of diverse levels, difficult materials and time constraints to teach the learners. Therefore, the study recommended the use of pre-taught vocabulary, various teacher influences and the implementation of positive literacy practices.

Social interaction among peers and teachers in English First Additional Language (EFAL) classrooms is a more significant predictor of communicative competence, which is the goal of any language program. During the Covid-19, there was a decline in social interaction among learners due to the sudden change from onsite to remote teaching and learning. This paper aimed to explore the effects of lack of social interaction in EFAL classrooms and how it can be enhanced during the 'New Normal'. This study was underpinned by Long's (1981) Interaction Hypothesis Theory, which emphasizes social interaction as an essential component of language learning. This study adopted a qualitative approach embedded in an interpretive paradigm. Semi-structured face-to-face interviews were utilized to gather data from 32 conveniently selected participants. Data were analyzed through content analysis. The findings of this paper indicated that the effects of lack of social interaction were; the inability to solicit information from learners, lack of direct contact, and lack of immediate feedback, which were caused by the COVID-19 social distancing measures. This negatively affected the quality of education. Furthermore, the lack of interactive social activities in EFAL classrooms threatens the acquisition of language proficiency skills, which are key to academic literacy. Therefore, the authors recommend that language teachers receive training on how language lessons should be planned during blended learning to engage learners in interactive social activities like role-playing, storytelling, debates, and group discussions.