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Writing Deficiency among EFL University Students: Causes and Solutions The Case of English LMD Students at Djilali Liabes University
Abstract
Writing is a basic skill in language and believed to be the hardest one to teach and learn (Walters, 1987) as the writer must transcribe his/her thoughts while maintaining control over a number of aspects varying from word choice and spelling to overall text structure and layout. In addition to its multifaceted nature, writing requires a huge amount of effort and practice on the part of the learner in order to reach a standard acceptable level. The aim of the present paper is to analyse the process of teaching/learning of writing and address learners’ writing deficiencies at the level of English language department at Djilali Liabes University. Additionally, through a number of research tools, reasons lying behind this problem have been identified and areas that students find most challenging in writing have been pinpointed. More importantly, the present study also puts forward a number of suggestions and solutions, most important of which is the adoption of an instructional framework for writing based on purposeful eclecticism.
Keywords: Writing deficiency, written expression, module, approach, practice
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