Challenges of Effective English Writing for Bangladeshi Tertiary-level Students
DOI:
https://doi.org/10.69907/tbj.v2i1.89Abstract
English as a Foreign Language (EFL) writing skills are crucial for Bangladeshi tertiary students' academic success, career advancement, and global participation, but studies show significant hurdles exist in their acquisition. This mixed-method study explores the challenges in English language writing skills among undergraduate students at a Bangladeshi university. A 3-point Likert scale student questionnaire with 18 questions divided into three categories of challenges — language proficiency challenges, motivational and external challenges, and learning support challenges — was the instrument used to collect quantitative data. Semi-structured interviews among faculty members provided faculty perceptions of the challenges undergraduate students face in English writing. The quantitative data collected from 300 student participants and the interview data from 15 faculty members highlight challenges with motivation, concept structure, grammar, and resource constraints. The insights from the study are pivotal for ensuring appropriate pedagogical, psychological, and other measures in enhancing their EFL writing skills.
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