The Impact Of Descriptive Writing Difficulties And Student Expectation On Efl First-Year Student At Quang Nam University, Vietnam
DOI:
https://doi.org/10.69980/ajpr.v28i1.109Keywords:
descriptive paragraphs, instructional strategies, lecturers' teaching methods, writing difficulties.Abstract
The most popular and in-demand language in the world is English. As a result, studying English has grown into essential to the process of learning. One of the most important abilities for English language learners has been shown to be the ability to write well. Nonetheless, individuals face numerous difficulties when writing in a variety of environmental and personal circumstances. With a focus on descriptive paragraphs, the primary goal of this study is to investigate the writing difficulties encountered by first-year English studies majors. An online questionnaire was used to gather information from 40 first-year English majors at Quang Nam University in Vietnam. The questionnaire's first section sought to determine the obstacles that prevent students from writing descriptive paragraphs, while the second section included open-ended questions that let students share their more in-depth ideas and expectations for their writing development from lecturers. The analysis's most striking findings suggest that similes and inventiveness seem to have the biggest effects on pupils' writing abilities. Additionally, language-related components are an essential component of the writing process. The study concludes with recommendations for lecturers' teaching methods, syllabus design, and autonomy for learners in order to solve these issues, based on the examination of self-reported responses.
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