This study aimed to investigate challenges that teachers and learners face in using compensation strategies in English as second language in written comprehension in secondary schools in Malawi. Hymes’ theory of communicative competence emphasises the use of learning strategies to achieve strategic, grammatical, discourse and sociolinguistic competencies to improve learners’ performances. A case study design, utilising participant observation and semi-structured interviews with teachers of English and form three learners from three community day secondary schools in Lilongwe Urban, was adopted to collect data. Compensation strategies which teachers and learners used during lessons were recorded using an observation checklist. Data was analysed using Creswell’s thematic procedure. The study revealed three significant challenges which both teachers and learners faced in using compensation strategies, namely a lack of learners’ interest in understanding the meanings of difficult words, teachers simply telling learners to use compensation strategies without guidance and large class sizes. The study recommends the incorporation of comprehensive instruction on compensation strategies into initial teacher and ongoing in-service training courses. By addressing these challenges, education stakeholders can create a conducive learning environment that fosters English language proficiency and, ultimately, academic success through training teachers on the use of compensation strategy instruction to effectively teach.
Banda et al. (Tue,) studied this question.