An Empirical Investigation into the Multifaceted Challenges Confronted by English Education Students in the Art of Crafting English Texts

Abstract

This study seeks to identify student writers' difficulties in compositional expression while also clarifying the repertoire of solutions used to overcome these complicated writing barriers. The study methodologically engages with a cohort of participants from the English department, explicitly consisting of twenty-five students enrolled in the fifth semester, using a descriptive qualitative research paradigm. The data-gathering procedure is based on a precisely constructed questionnaire. The findings show that a subgroup of nine students struggled with grammatical complexities, eight struggled with building an academic writing style, and three struggled with compositional structure and lexical choices. Furthermore, the dominant strategies employed by the students were primarily focused on independent writing endeavours. Finally, a detailed understanding of students' compositional challenges and their strategic repertoire enriches the instructional terrain, resulting in an enhanced learning environment. The findings show that a subgroup of nine students struggled with grammatical complexities, eight struggled with building an academic writing style, and three struggled with compositional structure and lexical choices. Furthermore, the dominant strategies employed by the students were primarily focused on independent writing endeavours. Finally, a detailed understanding of students' compositional challenges and their strategic repertoire enriches the instructional terrain, resulting in an enhanced learning environment.