Page 12 - FINAL RESEARCH PAPER THESIS 2020

1.3 Statement of the problem

Poetry is an important aspect in teaching English as a second language in Namibia. According to
Sugandi and Husnaini (2015), by learning poetry, students can improve four language skills

(listening, reading, writing, and speaking). Although there are many advantages in the integration

of poetry in teaching English as a second language, student teachers still do face some challenges
around the implementation of poetry teaching and how these challenges can be overcome.

However, little is known about the challenges experienced in the teaching of poetry in the
education system of Namibia. Therefore, this study intended to investigate the challenges

experienced by student teachers in teaching poetry in English as a second language focusing on
the University of Namibia (UNAM) students at the main campus in Windhoek, Khomas Region.

1.4. Questions or Objectives of the study

The main objective of this research study was to investigate the challenges experienced by student

teachers in teaching poetry in English as a second language focusing on UNAM students at the
main campus in Windhoek, Khomas Region. With the help of the following sub-objectives, the

research was completed successfully.

 To investigate the challenges experienced by student teachers in teaching poetry in English

as a second language;

 To evaluate the effectiveness of teaching strategies for poetry in English as a second

language

 To explore the level of understanding and the value of poetry in English as a second
language among language students at UNAM, main Campus.

 Do teachers employ learner centred approach when teaching poetry?

 What possible strategies/methods do student teachers use to teach poetry?

1.5. Significance of the study

The findings from this study will be useful to the entire education system in Namibia. The results
will shed light on the challenges faced by student teachers in teaching poetry. The findings of the

study will enlighten all the stakeholders in the department of English education at different levels.
Educators or education officers, teachers already in the profession, student teachers, many

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