Indentification of challenges in teaching writing to ecuadorian efl students

Main Article Content

Mónica Raquel Tamayo Maggi
Diego Christian Cajas Quishpe

Abstract

Teaching writing to English as a Foreign Language (EFL) students revolves around developing a linguistic and communicative competence. Resultantly, English teachers generally face pedagogical difficulties, which have resulted in teaching challenges. This exploratory study seeks to identify the obstacles that Ecuadorian teachers face when teaching Writing to university students. according structured interviews, data was collected from ten English teachers working in different public universities in Ecuador. Through a descriptive analysis, the researchers were able to identify students and teachers-related factors that make teaching writing challenging for teachers. The students-related factors include English  language competency, Spanish language interference, and students’ lack of motivation to write in English, whereas the teacher-related factors include the teaching practices.  Furthermore, this research results can help teachers and to improve the writing teaching administrators of writing in their respective institutions.

Downloads

Download data is not yet available.

Article Details

How to Cite
Tamayo MaggiM. R., & Cajas QuishpeD. C. (2020). Indentification of challenges in teaching writing to ecuadorian efl students. AXIOMA, (23), 5-9. Retrieved from https://axioma.pucesi.edu.ec/index.php/axioma/article/view/620
Section
EDUCACIÓN

References

Aissa, H. (2015). The Second Language Influence on Foreign Language Learners’ Errors: the Case of the French Language for Algerian Students learning English as a Foreign Language. The Online Journal of New Horizons in Education, 126-127.

Abas, 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.

Afrin, S. (2016). Writing Problems of Non-English Major Undergraduate Students in Bangladesh: An Observation. Open Journal of Social Sciences, 104-115.

Ajibola, M. A. (2010). Confronting the challenges of teaching English language as a second language in Nigeria. Journal of Foreign Language Teaching & Learning Vol.2 No.2 July 2017. Journal of the Nigeria English Studies Association (JNESA), 95-105

Alabere, R. A. (2011). Mother tongue interference in the teaching and learning of English as a second language. Journal of Religions, Education, Languages and General Studies; V (1)
Aoumeur, H. (2017). The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University. Arab World English Journal, 8 (2). Bilal, H. A., Tariq, A. R., Din, N. u., Latif, H., & Anjum, M. N. (2013). Investigating the Problems Faced by the Teachers in Developing English Writing Skills. Asian Journal of Social Sciences and Humanities, 2 (3), 238-244.

Brown, H. D. (2014). Principles for Language Learning and Teaching (6th Edition). San Francisco: Pearson. ISBN 0133041948. Emery, H. (2012). A global study of primary English
teachers’ qualifications, training and career development. ELT Research Papers, 1-32.

Esmeralda, C. (2013). An Analysis of the Writing Skill Difficulties of the English Composition I Students. Arts and Sciences Journal, 1-14.

Guerring, J (2012). Social Science Methodology: A unified perspective. 2nd ed. Cambridge UK: Cambridge University Press Ltd.

Harmer, J. (2007). How to teach English: An introduction to the practice of English language teaching. 6th Ed. Harlow: Longman.

Harmer, J. (2015). The Practice of English Language Teaching (5th Edition ed.). Pearson Education. Harlow, United Kingdom.

Hundarenko, O. (2019). Challenges of Teaching Academic Writing Skills in ESL Classroom (Based on International Teaching Experience).

Revista Romaneasca pentru Educatie Multidimensionala, 11(4), 70-83. doi:10.18662/rrem/158

Jabali, O. (2018). Students' attitudes towards EFL university writing: A case study at An-Najah National University, Palestine. Heliyon, 4(11), e00896.
Jahin, H., & Idrees, W. (2012). EFL Major Student Teachers' Writing Proficiency and Attitudes towards Learning English; Journal of Taibah University; KSA. pp. 9–72.

Jaramillo, L. & Medina, A. (2011). Adolescents’ Awareness of Environmental Care: Experiences when Writing Short Descriptive Texts in English. PROFILE Vol. 13, No. 1, April 2011. ISSN 1657-0790. Bogotá, Colombia. Pages 11-30

Khajloo, A. I. (2013). Problems in teaching and learning English for students. International Journal of Engineering Research and Development Vol, 7, 56-58

Lightbown, P., & Spada, N. M. (2013). How languages are learned. 4th Edition. Oxford University Press.

Lin, M.H., Li, J.J., Hung, P.Y., & Huang, H.W. (2014). Blogging a journal: Changing students’ writing skills and perceptions. ELT Journal, 68(4), 422-431.

Liu, S., & Kunnan, A. J. (2016). Investigating the application of automated writing evaluation to Chinese undergraduate English majors: A case study of WriteToLearn. Computer Assisted Language Instruction Consortium, 33, 71–91.

Lucas, R. I. (2010). A Study on Intrinsic Motivation Factors in Second Language Learning among Selected Freshman Students. The Philippine ESL Journal, 4, 6-23.

Manolescu, D. (2019). TIPS: A Guidebook for Teaching Excellence in ESL. Gatekeeper Press. E-ISBN 9781642374032. Columbus, OH. USA. Ngoc Anh, D. (2019). EFL Student’s Writing Skills: Challenges and Remedies. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 9, Issue 6 Ser. I. (Nov. - Dec .2019), pp 74-84

Sumarsih, & Sanjaya, D. (2013). TPS as an Effective Technique to Enhance the Students’ Achievement on Writing Descriptive Text. English Language Teaching, 6 (12), 106-113.

Zhang, L. (2010). Problems of teaching English in primary large classes in rural areas and application of group study. Journal of Guangxi Normal University for Nationalities, 27(1), 129-131.