1.
ANALYSE THE ISSUES AND CHALLENGES IN TEACHING
WRITING AMONG ENGLISH TEACHERS
The article “Analyse the Issues and Challenges in Teaching Writing among
English Teachers” by Md. Harun Rashid and Wang Hui explores the
difficulties ESL (English as a Second Language) teachers face in developing
students' writing skills, particularly in Malaysian universities. Writing is
recognized as a crucial yet complex skill necessary for academic and
professional success. Despite its importance, many students demonstrate weak
writing abilities due to inadequate teaching methods and insufficient practice in
classrooms.
The study focuses on teachers at Arts Colleges, employing a questionnaire with
12 items to collect data. The descriptive method was used to analyze teachers'
concerns and challenges. Key findings reveal that although writing is part of
the national curriculum, instructional practices tend to focus mainly on
grammar and structure, neglecting creativity, idea development, and
communication skills. As a result, students struggle with organizing their
thoughts and expressing themselves effectively in writing.
Additionally, the study identifies that teachers often lack the understanding or
training needed to address these issues, leading to minimal feedback and
guidance for students. This gap in teaching methods contributes to students'
limited motivation and engagement in writing tasks.
The article highlights the need for teachers to reassess their approaches and for
educational authorities to support professional development in writing
instruction. By addressing these gaps, teachers can better foster writing
proficiency among ESL learners, preparing them for academic demands and
global communication.
The study ultimately emphasizes the importance of early and consistent writing
practice, appropriate pedagogy, and targeted intervention strategies to improve
writing outcomes for ESL students.
2: Academic English Writing Challenges in a Blended EFL and ESL
Learning Environment: Insights from Chinese International High School
Students
The article “Academic English Writing Challenges in a Blended EFL and ESL
Learning Environment: Insights from Chinese International High School
Students” explores the academic writing difficulties experienced by Chinese
international high school students (CIHSSs) enrolled in both English as a
Foreign Language (EFL) and English as a Second Language (ESL) programs.
Conducted through a qualitative multiple case study using Vygotsky’s
Sociocultural Theory and Kolb’s Experiential Learning Theory as frameworks,
the study investigates the blended learning context post-COVID-19, where
students engage with both online Canadian ESL courses and offline EFL
classes in China.
Data from interviews with three students reveal five core challenges: limited
language proficiency, unfamiliarity with academic norms (such as formatting
and citation), cultural differences affecting content comprehension,
communication barriers due to time zones and platform separation, and
difficulties adapting to educational technologies. These challenges significantly
impact students’ ability to produce academic writing that meets Western
standards.
The study underscores that while students may score well on standardized tests,
they often struggle with deeper academic literacy and cultural understanding.
Communication issues, especially online, hinder engagement and feedback,
while technology gaps add further strain. The authors emphasize the
importance of improving digital literacy, raising awareness of academic
conventions, fostering intercultural understanding, and implementing tailored
support from both online and offline educators.
Ultimately, the study calls for a more inclusive, scaffolded, and culturally
responsive approach to academic writing instruction in blended learning
environments. Future research should expand geographically and incorporate
quantitative data to generalize findings and enhance support for international
students navigating global academic systems.
3: Challenges in teaching English writing skills: Lessons learnt from
Indonesian high school English language teacher
The article “Challenges in Teaching English Writing Skills: Lessons Learnt
from Indonesian High School English Language Teachers” explores the
obstacles faced by teachers at a vocational high school (VHS) in Gorontalo,
Indonesia, in teaching English writing. Using a qualitative approach involving
interviews and classroom observations, the study identifies four main
challenges: teaching technique-related, teaching time-related, linguistics-
related, and learning motivation-related issues.
Teachers reported difficulty in applying pre-planned teaching techniques due to
the varying abilities of students across different vocational majors. This often
required them to modify or simplify their methods to ensure comprehension
and participation. Time constraints also posed a major challenge, as limited
classroom hours made it hard for students to complete writing tasks, often
requiring extensions to subsequent sessions.
Linguistically, many students struggled with vocabulary, grammar, and
organizing ideas into coherent paragraphs. Teachers frequently allowed
students to use the internet for assistance, as many lacked the foundational
language skills to construct texts independently. This hindered effective
learning and required teachers to spend extra time correcting and guiding
students individually.
Another significant issue was the low motivation among students, especially
after long school days. Teachers had to use creative strategies like icebreakers
and relaxed discussions to re-engage learners. These motivational techniques
were essential to fostering participation and focus in writing activities.
Despite these challenges, the study highlights teachers’ adaptability and
dedication. However, it also calls for further development of teaching strategies
and professional support to enhance writing instruction in similar contexts.
Future research could explore students’ experiences in learning various English
genres to complement teacher perspectives.
4: Teaching writing to junior high school students: A focus on challenges
and solutions
This study explores the challenges and solutions in teaching English writing to
junior high school students within the Indonesian EFL context. Data was
gathered through semi-structured interviews with three English teachers in
Tasikmalaya, West Java. Thematic Analysis was employed to analyze the
interview data.
The research identified seven key challenges encountered by the teachers:
students' poor English grammatical competence, incapability of developing
ideas, inadequate vocabulary, demotivation, insufficient time management,
limited writing materials, and limited facilities. These challenges hinder the
students' ability to effectively learn and produce English writing.
To address these issues, the teachers implemented several solutions. These
included explicit teaching of English vocabulary, the use of collaborative
writing activities, and providing regular writing exercises. The study
emphasizes the importance of these pedagogical strategies for TESOL
practitioners, offering practical contributions to enhance English writing
instruction for junior high school students, particularly in Indonesia.
