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        CONCLUSIONS                                           Harmer, J. (2015). The Practice of English Language Teaching (5th Edi-
                                                                    tion ed.). Pearson Education. Harlow, United Kingdom.
        This study was based on the analysis of structured interviews of ten   Hundarenko, O. (2019). Challenges of Teaching Academic Writing Skills
        Ecuadorian EFL teachers at the tertiary level of education.  The value   in ESL Classroom (Based on International Teaching Experience).
        of this exploratory study is the provision of insights on the challenges   Revista Romaneasca pentru Educatie Multidimensionala, 11(4),
        that EFL teachers face when teaching Writing.  The findings of the study   70-83. doi:10.18662/rrem/158
        suggested that challenges in teaching writing were related to the stu-  Jabali, O. (2018). Students' attitudes towards EFL university writing: A
        dent- related factors that include English language competency, Spanish   case study at An-Najah National University, Palestine. Heliyon,
        language interference and students’ lack of motivation to write in Engli-  4(11), e00896.
        sh; whereas the teacher – related factors include the teaching practi-  Jahin, H., & Idrees, W. (2012). EFL Major Student Teachers' Writing
        ces.  Based on the results above, it is important that teachers know how   Proficiency and Attitudes towards Learning English; Journal of
        to improve their condition in particular not only by implementing tools   Taibah University; KSA. pp. 9–72.
        and strategies to address the subject matter, but also using data they   Jaramillo, L. & Medina, A. (2011). Adolescents’ Awareness of Environ-
        themselves gather to draw conclusions that will lead them to develop   mental Care: Experiences when Writing Short Descriptive Texts
        new proposals regarding policies and instructional approaches in their   in English. PROFILE Vol. 13, No. 1, April 2011. ISSN 1657-0790.
        own institutions. In addition, Ecuadorian teachers should participate in   Bogotá, Colombia. Pages 11-30
        professional development that places them in the driver’s seat so as to   Khajloo, A. I. (2013). Problems in teaching and learning English for stu-
        actively participate in creating educational mandates that validate Engli-  dents. International Journal of Engineering Research and Deve-
        sh teachers’ significant role in student academic achievement.  lopment Vol, 7, 56-58
                                                              Lightbown, P., & Spada, N. M. (2013). How languages are learned. 4th
                                                                    Edition.  Oxford University Press.
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                                                             AXIOMA - Revista Científica de Investigación, Docencia y Proyección Social. Julio - Diciembre 2020. Número 23, pp 5-9.
                                                                                               ISSN:  1390-6267- E-ISSN:  2550-6684
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