AN ANALYTICAL STUDY OF CHALLENGES IN TEACHING ENGLISH WRITING SKILLS AT THE SECONDARY SCHOOL LEVEL
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Abstract
Writing skills are a crucial component of English language proficiency and a key objective of foreign language education in secondary schools. However, teaching writing in English as a foreign language (EFL) remains challenging due to students’ difficulties in idea organization, grammatical accuracy, and coherence, as well as teachers’ methodological constraints. This study analyzes the problems of teaching English writing skills in secondary schools using a mixed-methods approach that includes text analysis, teacher questionnaires, classroom observation, and literature review. The findings indicate that product-oriented instruction, limited feedback, and restricted exposure to authentic English negatively affect writing development. The study recommends adopting process-based and communicative approaches in line with CEFR standards.
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