EXPLORING STUDENTS’ DIFFICULTIES IN WRITING ENGLISH ESSAYS
DOI:
https://doi.org/10.31851/cbtweq83Keywords:
Essay writing, writing difficulties, EFL students, academic writing, qualitative studyAbstract
This study examines the challenges faced by English as a Foreign Language (EFL) students in writing academic essays, focusing on linguistic, cognitive, and affective factors. A qualitative descriptive approach was employed, involving 20 undergraduate students enrolled in an Academic Writing course at an EFL university. Data were collected through semi-structured interviews, essay document analysis, and classroom observations, then analyzed using Braun and Clarke’s (2006) thematic analysis framework. The findings identified six major challenges: grammatical errors, limited vocabulary, difficulties in generating and developing ideas, inadequate essay organization, problems with coherence and cohesion, and affective barriers, particularly writing anxiety and low self-confidence. Grammar and vocabulary were the most frequently reported difficulties. The results further suggest that students’ writing challenges are interconnected, reflecting the influence of linguistic competence, cognitive processes, and psychological conditions on their academic writing performance. The study highlights the importance of comprehensive writing instruction that integrates language development, critical thinking, and emotional support. Teachers should provide explicit guidance, constructive feedback, and a supportive classroom environment. Further studies could examine these challenges across diverse educational settings and explore how digital technologies can enhance students’ academic writing development.
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