Exploring the Challenges of Teaching Writing in EFL Classrooms: Perspectives from Prospective Teachers

Bima Salman Erlangga(1*), Muhimatul Ifadah(2), J. Roel B. Semilla(3)


(1) Universitas Muhammadiyah Semarang
(2) 
(3) 
(*) Corresponding Author

Abstract


Teaching writing in English as a Foreign Language (EFL) classrooms presents significant challenges, particularly for prospective teachers who must navigate the complexities of linguistic demands, pedagogical strategies, and institutional constraints. This qualitative study explores these challenges from the perspectives of pre-service EFL teachers, focusing on their anticipated struggles and proposed solutions. Data were collected through open-ended online questionnaires administered to prospective teachers enrolled in education programs, with purposive sampling ensuring participants had relevant teaching practicum experience. The findings highlight key obstacles, including students' limited vocabulary and motivation, difficulties in providing effective feedback, and the tension between form-focused and process-oriented writing instruction. Additionally, the study reveals gaps in teacher training programs, emphasizing the need for enhanced practical training and curriculum reforms. By synthesizing these insights, this research aims to contribute to improving EFL writing pedagogy and better preparing future teachers to address these challenges.


Full Text:

PDF

References


Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254–266. www.ijhssnet.com

Al Bataineh, K. B., Banikalef, A. A. A., & Albashtawi, A. H. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of moodle. Arab World English Journal, 10(1), 324–334. https://doi.org/10.24093/awej/vol10no1.27

Ardiasih, L. S., Emzir, & Rasyid, Y. (2019). Online collaborative writing technique using wiki: How effective is it to enhance learners’ essay writing? Journal of Asia TEFL, 16(2), 531–546. https://doi.org/10.18823/asiatefl.2019.16.2.6.531

Bailey, D. R., & Judd, C. (2018). The Journal of Asia TEFL The Effects of Online Collaborative Writing and TOEIC Writing Test-Preparation on L2 Writing Performance. THE JOURNAL OF ASIA TEFL, 15(2), 383–397. https://doi.org/10.18823/asiatefl.2018.15.2.8.383

Cresswell, J. W., & Plano, C. V. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.

de la Fuente, J., Sander, P., Martínez-Vicente, J. M., Vera, M., Garzón, A., & Fadda, S. (2017). Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students. Frontiers in Psychology, 8(FEB). https://doi.org/10.3389/fpsyg.2017.00232

Du, X., Zhao, K., Ruan, Y., Wang, L., & Duan, X. (2017). Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark. System, 69, 108–120. https://doi.org/10.1016/j.system.2017.07.001

Han, Y., Zhao, S., & Ng, L. L. (2021). How technology tools impact writing performance, lexical complexity, and perceived self-regulated learning strategies in EFL academic writing: A comparative study. Frontiers in Psychology, 12(752793), 1–18. https://doi.org/10.3389/fpsyg.2021.752793

Harmer, J. (2007). The practice of English language teaching (Fourth Edition). Pearson Longman.

Hashempour, Z., Rostampour, M., & Behjat, F. (2015). The Effect of Brainstorming as a Pre-writing Strategy on EFL Advanced Learners’ Writing Ability. In Journal of Applied Linguistics and Language Research (Vol. 2, Issue 1). www.jallr.ir

Hyland, Ken. (2003). Second language writing. Cambridge University Press.

Ji, Y., & Pham, T. (2020). Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching, 14(2), 164–177. https://doi.org/10.1080/17501229.2018.1545021

Kanniainen, L., Kiili, C., Tolvanen, A., Aro, M., & Leppänen, P. H. T. (2019). Literacy skills and online research and comprehension: struggling readers face difficulties online. Reading and Writing, 32(9), 2201–2222. https://doi.org/10.1007/s11145-019-09944-9

Kusumastuti, I., Fauziati, E., & Marmanto, S. (2019). Challenged for Higher-Order Thinking Skill Implementation: Reports From EFL Classroom Teachers. International Journal of Language Teaching and Education, 3(2), 108–117. https://doi.org/10.22437/ijolte.v3i2.7579

Laksani, H., Fauziati, E., & Wijayanto, A. (2020). Teachers’ beliefs in integrating digital literacy in EFL classroom: Decomposed theory of planned behavior perspectives. Teachers’ Beliefs in Integrating Digital Literacy Indonesian Journal of EFL and Linguistics, 5(2), 2527–5070. www.indonesian-efl-journal.org

Lam, Y. W., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://dx.doi.org/10125/44583

Lestariningsih, E. D., & Wijayatiningsih, T. D. (2021). Developing metacognitive model on in-service teacher’s academic writing through virtual flipped classroom. Jurnal Lingua Idea, 12(1), 1–13. https://doi.org/10.20884/1.jli.2021.12.1.2828

Lestariningsih, E. D., Wijayatiningsih, T. D. *, & Khasanah, D. R. A. U. (2022). Developing online learning media using task based language teaching and android video on writing action research proposal. Language Circle: Journal of Language and Literature, 16(2), 285–295. http://journal.unnes.ac.id

Mashfufah, A., Dasna, I. W., & Utama, C. (2024). Community-based project learning: Empowering students’ self-regulated learning and creativity. European Journal of Educational Research, 13(2), 445–456. https://doi.org/10.12973/eu-jer.13.2.427

Mulyadi, D., Arifani, Y., Wijayantingsih, T. D. &, & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204–219.

Mulyadi, D., & Wijayatiningsih, T. D. (2020). The role of blended learning in enhancing students’writing paragraph. JALL (Journal of Applied Linguistics and Literacy, 4(1), 13–19. https://jurnal.unigal.ac.id/index.php/jall/indexhttps://jurnal.unigal.ac.id/index.php/jall/index

Mulyono, H., Bátyi, S., & Mukminin, A. (2023). An Analysis of EFL Teachers’ Digital creativity and Its Relation to Their Instructional Creativity: A Case of Indonesian Primary and Secondary Schools. Journal of Asia TEFL, 20(3), 582–597. https://doi.org/10.18823/asiatefl.2023.20.3.5.582

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32(4), 1089–1126. https://doi.org/10.1007/s10648-020-09541-1

Rahimi, M., & Fathi, J. (2022). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: A mixed methods study. Computer Assisted Language Learning, 35(9), 2627–2674. https://doi.org/10.1080/09588221.2021.1888753

Rofiqoh, Basthomi, Y., Widiati, U., Puspitasari, Y., Marhaban, S., & Sulistyo, T. (2022). Aspects of Writing Knowledge and EFL Students’ Writing Quality. Studies in English Language and Education, 9(1), 14–29. https://doi.org/10.24815/siele.v9i1.20433

Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507–545. https://doi.org/10.1111/lang.12283

Selvi, A. F., & Galloway, N. (2024). The Routledge handbook of teaching English as an international language. In The Routledge Handbook of Teaching English as an International Language. Taylor and Francis. https://doi.org/10.4324/9781003203261

Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study. Computers and Education, 168. https://doi.org/10.1016/j.compedu.2021.104193

Teng, M. F. (2021). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 1–50. https://doi.org/10.1016/j.system.2020.102426

Tyas, M. A., Nurkamto, J., Marmanto, S., & Laksani, H. (2019). Developing Higher Order Thinking Skills (HOTS)-Based Questions: Indonesian EFL Teachers’ Challenges. 2(1), 52–63. https://doi.org/10.17501/26307413.2019.2106

Wijayatiningsih, T. D. , Bharati, D. A. L. , Faridi, A. , &, & Fitriati, S. W. (2021). Students ’ voices on implementing blended synchronous learning In teaching genre- based writing. Proceeding of the Sixth International Conference of Science, Education, and Technology (ISET) 2020, 574(Iset 2020), 700–704.

Wijayatiningsih, T. D., Bharati, D. A. L., Faridi, A., & Fitriati, S. W. (2022). Scaffolding for learners’ writing literacy through blended learning in an Indonesian EFL context. Journal of Asia TEFL, 19(1), 336–344. https://doi.org/10.18823/asiatefl.2022.19.1.26.336

Yamaç, A., Öztürk, E., & Mutlu, N. (2020). Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge. Computers and Education, 157. https://doi.org/10.1016/j.compedu.2020.103981

Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2022). The Effectiveness of Writing Techniques in Improving Students’ Writing Ability with Different Self-Esteem. Studies in English Language and Education, 9(1), 30–44. https://doi.org/10.24815/siele.v9i1.21725

Yusuf, K., & Jazilah, N. (2020). Exploring creativity in English writing by using instagram: University students perceptions. Pedagogy Journal of English Language Teaching, 8(2). https://doi.org/10.32332/pedagogy.v8i1

Zhu, M., & Doo, M. Y. (2021). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09301-2


Article Metrics

Abstract view : 3 times
PDF - 1 times

DOI: https://doi.org/10.26714/aree.3.2.2025.74-85

Refbacks

  • There are currently no refbacks.