EFL STUDENTS’ DIFFICULTIES AND PERFORMANCE IN WRITING CLASS: A QUALITATIVE CASE STUDY

Abstract

The objective of this study is to investigate the difficulties and performance of students in writing. A qualitative research design was employed, involving a sample of 36 EFL students, to examine these aspects. Data were collected through an open-ended questionnaire and interviews. The findings revealed several challenges faced by students in their writing process. The primary difficulty encountered by students was generating ideas (18%) of the participants. Additionally, 17% of students struggled with grammar, while 16% lacked vocabulary skills. Spelling was considered difficulty, with only 7% of students reporting it. Motivation and anxiety emerged as significant factors influencing students' writing performance. It was found that 25% of students required high levels of self-motivation, as well as motivation from teachers and a supportive environment, to effectively engage in writing tasks. Furthermore, 17% of students experienced anxiety when assigned writing tasks, particularly when writing in English. The study will further discuss the factors contributing to writing difficulties and students' performance, and provide suggestions based on the research findings