Jul 2026· Teaching English and Language Learning English Journal· Vol 6, pp. 294-301· 0 citations· 14 references
Abstract
Writing paragraphs in English is a fundamental academic skill, yet many students still encounter various difficulties, particularly in the digital era where technology influences writing practices. This study aimed to identify the barriers faced by fifth-semester students in paragraph writing and examine the factors influencing their writing, including the role of digital technology. This research employed a descriptive qualitative design. The participants were fifth-semester students of the English Education Department at Universitas Muhammadiyah Bengkulu. The data were collected through questionnaires and interviews. The findings revealed that students experienced linguistic, cognitive, technical, and technological barriers. Linguistic barriers were the most dominant, particularly in vocabulary, grammar, and spelling. Other difficulties included cohesion, mechanics, organization, and coherence. In addition, digital technology acted as both a supporting and influencing factor. While digital tools helped students correct errors and generate ideas, excessive reliance on these tools reduced students’ confidence and independent writing ability. In conclusion, vocabulary and grammar limitations remain the primary barriers, and digital technology significantly influences students’ paragraph writing both positively and negatively.
Keywords: paragraph writing, writing barriers, digital writing, linguistic barriers, writing factors.
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
Mastery of technical vocabulary plays an important role for Industrial Engineering students because it can help students understand academic literature and prepare for future careers. However, many students still struggle to understand English technical terms. This study analyses the challenges encountered by the students, the factors underlying the challenges, and the strategies students used to master technical vocabulary. A descriptive qualitative approach was employed, involving ten Industrial Engineering students selected through purposive sampling. Data were obtained through semi-structured interviews and analysed using the interactive model proposed by Miles, Huberman, and Saldaña. The findings reveal that difficulties arise when students read journal articles, access reference books, and operate industry software written in English. Students frequently struggle not merely to translate unfamiliar terms, but also to link terms to their disciplinary concepts. These difficulties stem from limited general vocabulary, inconsistent learning habits, and insufficient exposure to technical terms during academic study. To cope, students engage in self-directed learning, draw on digital technology and artificial intelligence, and discuss unfamiliar terms with peers and lecturers. These findings highlight the need for more contextual instruction to strengthen the mastery of technical vocabulary.
This study investigates the linguistic, affective, and contextual barriers encountered by Libyan undergraduates when completing academic writing tasks in English and explains the factors underlying those barriers from the students’ perspective. A mixed-methods triangulation design was employed, Quantitative data were obtained through an online questionnaire completed by 56 fifth- to eighth-semester students, while qualitative data were generated through semi-structured interviews with 10 students, The survey showed strong recognition of the value of writing and a high motivation to improve; nevertheless, the participants reported substantial difficulties, The highest challenge endorsements concerned vocabulary and word choice (76.8%), revision and editing (76.8%), and clear and coherent expression (71.4%), The leading contributing factors were limited exposure to English outside the classroom (71.4%), difficulty organizing and expressing ideas (69.6%), and cultural-linguistic differences (67.9%), Interview findings corroborated the quantitative patterns and revealed an interaction among limited grammatical and lexical knowledge, first-language interference, academic formality, anxiety, fear of negative evaluation, inadequate feedback, restricted resources, and insufficient practice time, The study concludes that EFL writing difficulty is not a single linguistic deficit but a multidimensional system in which language knowledge, self-efficacy, instructional conditions, and opportunities for authentic use reinforce one another, It recommends an integrated process-genre curriculum, explicit language support within meaningful writing, self-regulated learning routines, sustained reading-to-write practice, and staged feedback combining teacher, peer, and carefully supervised automated support.
Safia Marimi· Al-Farooq Journal of Science...· 0 citations
Academic and professional writing remains a significant challenge for English Language Teaching (ELT) students, particularly in managing grammatical accuracy and organizing ideas effectively. Recent discussions in language education emphasize the importance of deeper learning approaches that support students’ cognitive and emotional engagement during writing tasks. This study draws on the framework of deep learning, particularly the concepts of meaningful learning, mindful learning, and joyful learning, to examine ELT students’ writing experiences in academic and professional contexts. Using a qualitative case study design, the research involved five ELT students who had experience completing academic writing assignments. Data were collected through semi-structured interviews and analyzed using the qualitative analysis framework proposed by Miles and Huberman. The findings revealed that students employed several writing strategies, including planning, revising drafts, and using external resources to address grammar-related challenges. These strategies were closely connected to meaningful learning through task relevance, mindful learning through awareness of writing processes, and joyful learning through positive engagement during writing activities. The study suggests that integrating meaningful, mindful, and joyful learning into writing instruction can enhance students’ engagement, self-regulation, and writing development in ELT contexts
This study investigates university-level EFL students’ perceptions of using Google Translate to facilitate comprehension of advanced English texts. It explores how final-year students conceptualize the tool’s cognitive role in reading, the frequency and academic contexts of its use, and the pedagogical benefits and linguistic challenges associated with machine-assisted text interpretation. Employing a descriptive qualitative design, data were collected through an open-ended questionnaire distributed via Google Forms to 32 seventh-semester undergraduate EFL students. The responses were systematically analyzed using the qualitative analysis framework of Miles, Huberman, and Saldaña. The findings indicate that students perceive Google Translate as a supportive tool that reduces reading anxiety and accelerates lexical recognition. However, the study also reveals a cognitive paradox in which the convenience of the tool may foster psychological dependency. In addition, literal word-for-word translations and limited contextual sensitivity often lead to semantic confusion when students engage with complex academic texts. The study offers practical implications for EFL pedagogy, curriculum design, and digital literacy by emphasizing the importance of balancing machine-assisted translation with autonomous, critical, and independent reading practices.
Imada Ulinnuha, S. Aisyah, Lailatul Musyarofah· Esteem Journal of English Ed...· 0 citations
Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
Fabella Machfira, Nenden Sri Lengkanawati· Journal of education studies· 0 citations
