Exploring the challenges faced by EFL learners in developing writing skills: a mixed methods case study

Abstract

Developing the Writing skill in EFL contexts, presents significant challenges for learners, particularly in grammar, vocabulary, and text organization. This study explored these difficulties and the challenges teachers perceive in writing instruction. Using a mixed-methods approach, data were collected from A2-level students through a Likert-scale questionnaire and three teachers through semi-structured interviews at a private language institute in Cuenca, Ecuador. Quantitative data were analyzed using Jamovi, while qualitative data were examined through thematic analysis with Atlas.ti. The findings reveal that students struggle with first-language interference, grammatical accuracy, and structuring their ideas clearly. Teachers highlighted the difficulty of providing individualized support due to class size and time constraints. Although teachers mentioned that digital tools such as ChatGTP were implemented to correct grammatical and style errors and to facilitate peer collaboration to improve writing instruction, their effectiveness depended on students' ability to properly interpret and apply feedback. This study emphasizes the relevance of process-based writing approaches, structured feedback, and technology integration in improving students´ writing skills. These findings suggest that combining direct instruction, collaborative learning, and digital resources can enhance writing competence in EFL classrooms. Further research should explore long-term interventions to address these challenges effectively.