Grade 12 English second language learners’ attitudes towards studying Macbeth and changes: an anthology of short stories at a South African township school.

Abstract

This study explored the attitudes of Grade 12 English Second Language (ESL) learners toward studying Macbeth and Changes: An Anthology of Short Stories in a South African township high school. Employing a qualitative, interpretive case study methodology, the research investigated how learners’ perspectives influence their engagement with these prescribed texts. Drawing on Motivation Theory and Sociocultural Theory, the study examined key factors such as language accessibility, cultural relevance, learner confidence, and Educator influence. Data were generated through semi-structured questionnaires with an art-based element, individual interviews, and a reflective diary, with thematic analysis employed to identify patterns and trends. Findings indicated that while Changes resonated with learners due to its cultural familiarity and accessible language, Macbeth presented significant challenges owing to its archaic language and perceived lack of relevance. The study underscored the need for pedagogic strategies that bridge linguistic and cultural gaps, ensuring that prescribed literary texts foster meaningful engagement and academic success. This research contributes to the ongoing discourse on literature instruction in ESL contexts and offers insights that prioritise learner motivation and inclusivity.