Thesis (Ph.D. (Language Education)) -- University of Limpopo, 2021 / Many studies in the field of English second language learning have been conducted in the past years. The studies focused on language skills such as speaking, reading, writing and language structures. In so far as the writing skill is concerned, the researchers have a consensus that it is difficult. South African English first additional language learners are no exception to the challenges posed by writing, hence this study explores these challenges which are due to learners’ inability to apply process writing stages in creative writing activities. The study explores the challenges faced by Grade 12 learners in creative writing in Seshego circuit, Limpopo Province. Intervention strategies would then be designed so that learners could improve the writing challenges. The study focuses on twelve (12) Grade 12 learners and two Grade 12 teachers using a qualitative research method. The study uses a phenomenological research design hence it is based on the participants’ lived experiences. Data collection methods such as classroom observation, teacher interviews and document analysis were used in the study. Data collected from each of the above mentioned data collection methods, was coded according to emerging common themes which were further labelled into basic themes for interpretation. The findings suggest that learners lack creativity due to poor vocabulary, and this results in L1 transfer. The findings also suggest that some learners do not have a detailed knowledge of the requirements of the process writing stages. The study recommends explicit teaching of process writing stages so that learners can familiarise themselves with what is required of them in the stages. The study also encourages collaborative learning since research indicates that learners may improve writing if they learn from their peers. More written work to learners is also recommended.