WRITING DIFFICULTIES FACED BY EFL WRITING LEARNERS OF

ENGLISH EDUCATION STUDY PROGRAM

Paper Subtitle as needed

Fitri Nurdianingsih1)
English Education Program, Post Graduate Study
State University of Semarang
Indonesia

[email protected]

Sri Wuli Fitriati2),

English Education Program, Post Graduate Study
State University of SEmarang
Indonesia
[email protected]

Puji Astuti3).
English Education Program, Post Graduate Study
State University of SEmarang
Indonesia
[email protected]

Fahrur Rozi4).
English Education Program, Post Graduate Study
State University of SEmarang
Indonesia
[email protected]

Abstract
This objectives of this study were explaining the difficulties that EFL learners when writing
essays and the common mistakes they make in English. Effective writing abilities are crucial for
language development and academic accomplishment across all educational levels. One of the
most challenging aspects of university education is developing strong essay writing skills. This
study used a descriptive survey research approach. The sample of this study consists of 35 first-
year English Education Study Program students from IKIP PGRI Bojonegoro. In order to get the
research objectives, a descriptive study was used, with data collected through a student
questionnaire and a collection analysis of thirty-five randomly selected essays..

Keywords – writing difficulties, efl writing learners

Introduction Bosnian High-School EFL Learners",

In resecnt days globalized world, 2018). Moreover, the development of
education in English as intercultural competence through EFL
aForeignLanguage (EFL)is crucial thing. education is highlighted as essential in
English as a foerign language higher education settings (Sarsenbaeva,
instructionis important enough to be 2021). This underscores the broader goal
required in many nations. The Framework of EFL education in fostering not just
for Education an dTrainingin the language skills but also intercultural
European Union emphasizes the understanding. In the context of EFL
enhancement of language learning quality education, the use of Information
and effectiveness as a key objective Technologies has been identified as
("Opportunities and Challenges Facing
441
pivotal in teaching English effectively develop (Shangarfan & Mamipour, 2011).
(Babaniyazova & Sarsenbaev, 2020. For EFL and ESL students, strong writing
is crucial for both communication and
Integrating Information Technologies into academic achievement. However,
EFL instruction can improve the students’ mastering writing can be a struggle, with
experiences andoutcomesin learning many students finding it difficult and
process. Additionally, the obstacles faced discouraging.
in teaching EFL, such as designing
authentic tasks for learners, have been One of the most essential abilities that
subjects of scholarly inquiry (Kessler et students must master in order to succeed
al., 2020). Addressing these challenges is academically is writing. The ability to
crucial for ensuring that EFL instruction express ideas and arguments clearly,
is engaging and relevant to learners. concisely, and persuasively through
Furthermore, the importanceofEFL writing is essential from elementary
inimplementingsustainabledevelopment school through college and into the
competencies inhighereducation is professional world. But, writing is the
emphasized (Balčiūnaitienė & most difficult language skills to learn,
Teresevičienė, 2018). This underscores according to several researchers, and it
the broader societal impact of EFL takes a lot of time and work to get the
education beyond language proficiency. writing well. This is especially true for
The need for EFL education is also EFL and ESL students, where strong
evident in the design of macro- writing is essential for both
educational policies in developing communication and academic
countries, where EFL is increasingly achievement. Unfortunately, learning to
becoming a compulsory subject in write well is often a struggle. Students
educational curriculums ("undefined", often face various difficulties and find the
2018). This illustrates how important it is task daunting, which can impact their
to acknowledge English as a languagefor confidence.
participation and communication in the
global community. In conclusion, EFL Writing helps students develop critical
education is multifaceted, encompassing thinking and communication skills. When
not only language acquisition but also writing, students must analyze a topic,
intercultural competence, sustainable organize their thought in a logical
development, and the use of innovative manner, and present their ideas in a
teaching methodologies. For educators coheerent way. This process strengthens
and legislators to improve the caliber and higher-order thinking abilities and allows
efficacy of language learning programs, students to gain a deeper understanding of
they must comprehendthe significance of concepts. Furthermore, writing forces
EFL education in a variety of students to communicate their ideas to an
circumstances. audience in a structured format using
propper grammar, vocabulary, and tone.
While English dominates global
communication, it remains a foreign In academic and professional settings, the
language in the Kurdistan Regional importance of writing skills cannot be
Government. This results in Kurdish EFL overstated. Academic literacies research
students underperforming, especially in has emphasized the significance of
essay writing, a key skill for academic developing academic writing skills,
success. Researchers highlight the highlighting the need for students to
importance of writing, considering it the acquire the necessary competence in
most challenging language skill to English for their academic and
442
professional growth (Lillis & Scott, transferable nature of writing skills across
2015). Particularly in healthcare different professional domains (Rai,
professions like nursing, writing skills 2006).
play a critical role in effectively
communicating issues, implementing Academic writing focuses on
evidence-based practices, and driving communicating complex ideas in a
positive outcomes based on evidence precise manner. Students must learn to
(Bell & Murray, 2020). Furthermore, in write for different purposes and audiences
teacher preparation programs for aspiring using proper formatting, citation styles,
educators, particularly in settings where and specialized vocabulary. From
English is a foreign language, writing is research papers and lab reports to essays
identified as a key language skill to and thesis statements, various types of
cultivate ("undefined", 2022). academic writing assignments help
prepare students for the communication
The process of improving one’s academic demands of college and careers.
writing abilities is complex and requires Developing strong academic writing
interaction with a number of different skills early on can give students a major
elements, such as research knowledge, advantage as they progress through higher
comprehension of complex texts, and levels of education.
understanding key concepts (Alqiawi,
2015). Strategies to empower academic Previous studies on EFL writing
writing skills encompass enhancing difficulties have shed light on various
students' cognitive abilities through challenges faced by learners of English as
activities that promote academic literacy, a foreign languagein enhancing their
problem-solving, and innovation, thereby writing skills. These studies have
fostering effective communication and identified several common issues that
representation through writing hinder EFL students' writing proficiency,
(Wahyuningsih, 2019). including difficulties in mechanics,
vocabulary usage, text organization, and
Furthermore, the integration of academic negative attitudes towards academic
writing activities has been shown to writing Alzahrani et al. (2021).
enhance motivation and critical thinking Additionally, research has highlighted
skills among university learners, that EFL students often struggle with
underscoring the interconnectedness of generating, organizing, and transforming
academic writing and cognitive ideas into coherent written texts,
development (Wijaya, 2022). Research indicating the cognitive demands and
also indicates that student success in complexities associated with EFL writing
higher education is closely tied to their tasks (Srour et al., 2021). Moreover,
mastery of reading and writing skills according to research comparing process-
specific to their disciplines (Hass & oriented andproduct-
Lenong, 2021). Students’ academic orientedwritinginstruction
success and assessments of their learning methods,wriitngis thought to
in ESL and EFL situations are heavily bethemostdifficult lanaguage skill for
influenced by their level of writing EFL students to master, requiring
competency, highlighting the pivotal role cognitive, metacognitive, and affective
of writing in academic success (Jalleh & engagement at various levels (Kadmiry,
Mahfoodh, 2021). Additionally, reflective 2021).
writing is recognized as a valuable tool
for learning and assessment in social While some studies have focused on the
work education, emphasizing the effect of collaborative writing techniques
443
on the writing performance and attitudes linguistic proficiency, self-regulated
of EFLstudents (Yesuf & Anshu, 2022), learning strategies, and metacognitive
several researchers have investigated how knowledge play crucial roles in predicting
feedback can improve the proficiency of EFL writing proficiency Teng & Zhang
students' academic writing abilities of (2016)Schoonen et al., 2003).
EFL students (Algburi & Razali, 2022). Additionally, the degree of language skill,
Furthermore, research has emphasized the the complexity of the task, and the use of
significance of critical thinking in one's native language (L1) in writing
enhancing the academic writing skills of tasks have been identified as influential
English as a Foreign Language (EFL) factors affecting EFL learners' writing
students has been examined highlighting performance (Qahfarokhi & Biria, 2012).
the significant role of cognitive abilities Moreover, the impact of instructional
in the development of writing proficiency settings, proficiency sampling criteria,
(Wijaya, 2022). The diverse findings and the integration of different
underscore the multifaceted challenges pedagogical approaches have been found
encountered by English as a Foreign to influence the relationship between
Language (EFL) learners in academic proficiency and syntactic complexity in
writing and stress the importance of EFL writing (Lu, 2011).
tailored interventions to effectively
address these issues. While existing Factors influencing EFL writing
research has offered valuable insights, proficiency involve a complex interaction
there are notable gaps in the current of linguistic, cognitive, affective, and
literature that must be filled to educational elements. Linguistic factors
comprehensively support EFL students in such as grammar, vocabulary, and syntax
enhancing their writing skills (Kamali & are crucial in developing writing
Fahim, 2011; Pei et al., 2017; Susilo et competence (Ying & Soh, 2019).
al., 2021; Zhang, 2018; Wijaya, 2022). Cognitive aspects, including critical
thinking and idea organization,
For example, while certain researches significantly affect the quality of EFL
have investigated the effect of specific writing (Zeng et al., 2023). Affective
interventions such as blogging or factors like motivation and anxiety play a
collaborative writing on EFL writing key role in determining EFL learners'
skills, there is a need for more writing performance (Yousefifard &
comprehensive investigations that Fathi, 2021). Educational factors, such as
consider a wider range of factors teaching methods and feedback
influencing EFL students' writing mechanisms, are essential for improving
difficulties. Additionally, further research EFL writing proficiency (Sengul &
could explore the effectiveness of Bostanci, 2021). Research has shown that
integrating different pedagogical peer review can help reduce apprehension
approaches or technologies to enhance in writing and increase confidence among
EFL writing instruction and address the EFL writers (Ho & Savignon, 2013).
diverse needs of EFL learners with Additionally, the integration of virtual
varying proficiency levels and reality technology has been explored to
backgrounds. enhance paragraph writing skills among
EFL learners, demonstrating the potential
Factors influencing EFL writing impact of innovative educational tools on
proficiency have been extensively studied writing proficiency (Khodabandeh, 2022;
in the literature, revealing various key Cai, 2022). Metacognitive strategies have
determinants that impact students' writing been validated for their predictive effects
abilities. Research has shown that on academic writing performance in EFL
444
contexts, highlighting the importance of 2. What factors contibute to these
cognitive approaches in improving difficulties?
writing skills (Teng et al., 2021). The use
of blogging platforms has been associated Methodology
with enhancements in writing skills by In the context of educational research,
fostering motivation among EFL learners descriptive qualitative methodology is
(Yousefifard & Fathi, 2021). utilized to explain and provide systematic
Furthermore, the implementation of descriptions of phenomena occurring in
blended learning approaches has been the field of education (Hidayat et al.,
proven effective in improving EFL 2022). This approach allows researchers
academic writing skills. These findings to analyze data by seeking facts with
collectively emphasize the complex array appropriate interpretations, identifying
of factors influencing EFL writing similarities and differences, and gaining a
proficiency, underscoring the necessity of deep understanding of the subject matter
a comprehensive approach that addresses (Adelina & Suprayogi, 2020). The
linguistic, cognitive, affective, and qualitative descriptive method is
educational dimensions. commonly employed in various
disciplines, such as psychology, nursing,
Furthermore, research has emphasized the and social sciences, to describe
importance of various factors such as characteristics and phenomena
cognitive knowledge, positive attitude, comprehensively (Mirazna & Hikmah,
perceived English proficiency, free 2019). It is essential for researchers to
reading, free writing, and writing maintain awareness of the limitations of
apprehension in relation to students' qualitative description while leveraging
performance in EFL writing (Pae, 2008). its strengths in conducting research
Amelia & Rusmayanti (2017) stated that (Neergaard et al., 2009). Overall, the
the use of peer feedback, self-directed descriptive qualitative research
feedback, and feedback sheets has been methodology is a powerful tool that
demonstrated to positively enhance the enables researchers from various
writing achievement of low proficiency disciplines to explore, describe, and
EFL students. Moreover, the role of interpret complex phenomena, providing
reflective journals in enhancing writing valuable insights into various aspects of
skills and the impact of teaching human experiences and behaviors.
paragraph writing in the first language
(L1) on the writing ability of EFL This study is involving 35 participants
learners have been explored as from the English Education Study
contributing factors to writing proficiency Program of IKIP PGRI Bojonegoro and
(Macías & Dack, 2023; Daneshvari & utilizing a questionnaire for data
Davoudi, 2016). Despite the wealth of collection, a descriptive qualitative
research on factors influencing EFL research methodology is highly suitable.
writing proficiency, there are still gaps in This approach allows for a
the current literature. comprehensive description of the
participants' perspectives, experiences,
This research aims to address the and insights related to the study topic
following questions: Handayani & Aminatun (2020). By
employing a descriptive qualitative study,
1. What are the primary challenges researchers can systematically gather and
encountered by EFL college analyze data to acquire a thorough
students in their writing? comprehension of the phenomenon being
studied (Colorafi & Evans, 2016).
445
Finding and Discussion has highlighted that linguistic
In investigating writing difficulties and deficiencies, such as limited vocabulary
common errors among EFL students, and grammatical inaccuracies,
various factors have been identified. significantly impact writing performance
Research has shown that Indonesian EFL (Hwang et al., 2022)Sharafi-Nejad et al.,
learners face linguistic, cognitive, and 2016). Additionally, cognitive aspects,
psychological challenges when writing including challenges in generating ideas
comparison and contrast essays Toba et and structuring paragraphs effectively,
al. (2019). Additionally, studies have have been identified as influential factors
indicated that EFL students struggle with contributing to writing difficulties
rhetorical and linguistic aspects, affecting (Hwang et al., 2022). psychological
their writing tasks (Setyowati & variables, specifically anxiety and
Sukmawan, 2016). Significant hurdles in absence of motivation, necessitate
essay writing for EFL students include rephrasing, also play a crucial role in
limited linguistic knowledge, anxiety, hindering EFL students' writing
lack of ideas, L1 interference, and proficiency (Yousefifard & Fathi, 2021;
challenges in understanding Sharafi-Nejad et al., 2016). Moreover,
organizational structure (Fiani, 2020). level of assignment difficulty and
language proficiency have been shown to
Moreover, specific instances and case influence code-switching behaviors in
studies have highlighted these difficulties. writing tasks, further complicating the
For example, research on Saudi Arabian writing process for EFL learners
EFL university students has emphasized (Qahfarokhi & Biria, 2012). These factors
issues with punctuation, grammar, and interact dynamically, creating a complex
paragraph development in academic web of challenges that EFL students
writing (Alharbi, 2019). Collaborative encounter in developing their writing
writing has been shown to positively skills. Understanding and addressing
impact EFL students' performance in these diverse factors are essential for
paragraph writing, suggesting the benefits designing effective interventions to
of collaborative approaches in addressing support EFL learners in overcoming
writing difficulties (Nguyen & Yen, writing difficulties and enhancing their
2021). Furthermore, the importance of writing proficiency.
metacognitive instruction in EFL writing
classes has been underscored to tackle To assess student writing skills alongside
linguistic limitations, anxiety, and lack of the survey, researchers collected and
ideas among students (Fiani, 2020). The graded 35 essays. This analysis, done by
findings from these studies emphasize the the researcher and one of the English
complex nature of writing difficulties lecturer, aimed to pinpoint common
faced by EFL students, influenced by errors and gauge students' true abilities,
linguistic, cognitive, and psychological validating the chosen method. The results
factors. These challenges arise in various revealed that first-year students struggled
contexts, such as academic writing, with grammar, punctuation, word order,
collaborative writing, and metacognitive vocabulary choice, and paragraph flow.
instruction, highlighting the necessity for These findings highlight the complexities
tailored interventions to effectively of teaching writing. To address these
enhance EFL students' writing skills. challenges, lecturers should tailor writing
assignments to students' language level
Factors influencing writing difficulties and provide ongoing support throughout
among EFL learners are multifaceted and the learning process.
encompass various dimensions. Research
446
From the result of questionnairres shows students of EFL pertains to the structuring
that the majority of participants 74.28% of their thoughts in written form. This
like writing skills, while 25.72% of the difficulty may stem from inadequate
participants do not like writing skills. It knowledge of academic writing
means that majority of the participants conventions and writing strategies. The
have high interest for writing skills. last result was 5.26% of participants
agreed that preposition were difficult in
Table 1. The parts of writing aspects composing writing skills.
Writing Aspects Freq Percentage Writing difficulties encompass a range of
(%)
challenges that individuals may face
Grammar 17 17.89 across various aspects of writing,
including vocabulary, grammar,
Organization of 18 18.95 punctuation, organization, style, and
writing language. These difficulties can impact
academic, professional, and everyday
Coherence and 12 12.63
cohesion
writing tasks (Zain & Mumpuniarti,
2019). Factors contributing to writing
Vocabulary 13 13.68 challenges include issues such as
incorrect grammar usage, interference
Punctuation 13 13.68 from one's first language, limited
vocabulary, punctuation errors, and
Spelling 9 9.47
problems with word order (Ahmed,
Preposition 5 5.26 2019). Additionally, challenges in writing
can stem from limited practice, the
Word order 8 8.42 absence of feedback, insufficient
guidance in writing methodologies, and
Total 95 100 the inherent drive of learners. (Alamri &
Yaseen, 2021).

According to Table 1, it is evident that the Furthermore, writing difficulties can also
predominant portion of individuals be attributed to grammatical and
involved in the research study. identified mechanical errors, which encompass
grammar (17.89%), organization of spelling accuracy, grammar, punctuation,
writing (18.95%), and punctuation and handwriting, and the clarity and
vocabulary (13.68%) as the most organization of written expression are
common difficulties in writing skills. essential components of effective written
Many students find grammar particularly communication. (Fitria, 2022). Students
challenging when writing essays, which may struggle with writing due to factors
underscores the complexity of composing such as fear of writing, unfamiliarity with
good English essays. This challenge the language, lack of ideas, or a general
arises from variations in grammatical apprehension towards the writing process
regulations exist between the native (Wessels & Herrera, 2013). Specific
languages of students and the English disorders of deficiencies in written
language, as well as limited communication may present themselves
understanding and practice of grammar through challenges related to accurately
rules, especially among learners of spelling words, applying grammatical
English as a Foreign Language (EFL), rules, using proper punctuation,
one significant obstacle arises. The maintaining legible handwriting, and
second primary difficulty encountered by
447
ensuring coherence and conciseness in appropriate academic words, developing a
written texts. (O’Rourke et al., 2017). thesis statement, organizing ideas, and
constructing coherent paragraphs
Discussion ("undefined", 2022). Studies have shown
Interpretation of findings in the context of that students, particularly ESL learners,
addressing writing difficulties among face difficulties in writing accurately in
EFL students reveals both alignment with English, with common errors including
and deviations from previous studies. The capitalization, spelling, and the use of
results align with existing literature by articles (Alzamil, 2020). Difficulties in
confirming the significant impact of writing can also arise from a deficiency in
linguistic deficiencies, cognitive the mastery of skills related to producing
challenges, and psychological factors on written texts, knowledge of subject
writing proficiency Toba et al. content, and interest in learning English
(2019)Wahyuni & Umam, 2022). These (Ariani, 2023).
results align with previous studies that
have emphasized the significance of Various studies have highlighted
linguistic constraints, fear of negative recurring problems in writing, including
feedback, and insufficient practice in the presence of vocabulary, spelling,
hindering EFL students' writing skills grammar, diction, punctuation, and
(Yang, 2015; Alharbi, 2019). sentence structure issues (Yassin &
However, the current study also sheds Salman, 2023). Writing anxiety,
light on new insights, such as the impact individual redisposition’s towards
of task complexity and level of language writing, and fear of the writing process
mastery on the phenomenon of code- can also impact writing performance
switching during writing activities, (Ahiskali et al., 2022). Feder & Majnemer
providing a nuanced understanding of the (2007) stated that Illegible handwriting
complexities involved in EFL writing may present an obstacle in the acquisition
difficulties (Yousefifard & Fathi, 2021). of advanced skills, such as spelling and
These novel findings contribute to the composition. Additionally, obstacles in
current reservoir of knowledge through pertaining to vocabulary, grammatical
the provision of a more holistic viewpoint regulations, and the coherence of ideas
on the multifaceted nature of writing may impede the quality of written
challenges faced by EFL learners. expression. (Kusumaningputri et al.,
Implications for teaching practice 2018).
stemming from the identified writing Recommendations for curriculum
difficulties suggest the need for tailored development and instructional methods
strategies to address these challenges emphasize the importance of designing
effectively. writing courses based on students'
Drawing from previous studies, challenges, integrating collaborative
pedagogical implications include writing approaches, incorporating
increasing practice opportunities, utilizing metacognitive instruction, and leveraging
correct language learning strategies, digital tools like blogs to enhance writing
overcoming first language barriers, skills (Thi, 2021; Alenezi, 2022). These
promoting ongoing learning, and strategies align with research indicating
emphasizing reflection on the writing the positive impact of collaborative
process and outcomes (Nguyen et al., writing, metacognitive instruction, and
2020; Nguyen & Yen, 2021). technology-enhanced learning
environments on EFL students' writing
Moreover, challenges in writing can be performance (Bian & Wang, 2016; Hang,
influenced by issues such as choosing 2021). Despite the valuable insights
448
acquired through the research endeavor, it & Fathi, 2021). Moving forward,
is imperative to recognize the constraints. practical recommendations for educators,
that may have influenced the research students, and institutions include
outcomes. Potential constraints include implementing tailored strategies such as
the size of the sample, which could increasing practice opportunities,
potentially constrain the extent to which integrating collaborative writing
the results can be applied to a broader approaches, and incorporating
population, along with the particular metacognitive instruction to address
circumstances under which the research identified writing difficulties effectively
was carried out, which could affect the (Ratnawati et al., 2019; Choubane, 2022;
transferability of the results to other Thi, 2021). These strategies are essential
settings (Enneifer, 2021). for enhancing EFL students' writing skills
Furthermore, the reliance on self-reported and fostering a conducive learning
data and the potential for social environment.
desirability bias in responses may have Furthermore, future research directions
influenced the accuracy of the findings should focus on investigating the
(Fiani, 2020). Areas for further research longitudinal effects of teaching
could involve exploring the longitudinal interventions, exploring the effect of
effects of implemented teaching strategies cultural factors in writing challenges, and
on writing proficiency, investigating the examining the efficacy of feedback
impact of cultural factors on writing mechanisms in improving writing
difficulties, and examining the efficacy of proficiency (Ma, 2021). By delving into
different feedback mechanisms in these areas, researchers can contribute to
improving EFL students' writing skills a deeper understanding of effective
(Rosang, 2021). By addressing these approaches to address EFL writing
limitations and delving into these challenges and enhance writing
unexplored areas, future studies can make instruction in diverse educational settings.
a valuable contribution towards a more
thorough comprehension of effective
strategies for improving instruction in
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