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Problems in Writing in English among High School Learners

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AEGAEUM JOURNAL ISSN NO: 0776-3808

Problems in Writing in English among High School Learners

Jeen Peter1 & Prof. G. Singaravelu2

1
Research Scholar (Part time), Bharathiar University, Coimbatore.
2
Head of the Department, Department of Education, Bharathiar University, Coimbatore.
1
jeenpeter.k.a@gmail.com, 2singaravelu.bu@gmail.com

Abstract

Writing skill is an essential skill which includes all knowledge and abilities to express one’s
ideas through the written word. Most prominently, English writing skill is very much
indispensable to stamp an individual signature in the modern world. Nevertheless, teaching and
learning to write in English is considered a heavy task. The purpose of this study is to find out
the problems in acquiring English writing skill among the students in high school. The study is a
Descriptive Survey conducted on randomly selected 1200 students studying in VIII STD in the
Cuddalore district of Tamil Nadu. A Diagnostic test was adopted to collect the data and was
analyzed descriptively. Various problems were identified in grammar, syntax, spelling,
punctuation and in choice of vocabulary. In addition to these problems redundancy of content,
mother tongue interference and genre identification were also identified in the study.

Key Words: English Writing Skill, Problem, Acquisition

Introduction

Learning English language is very important in the Indian context. We cannot imagine a
development without this influential language. History of the British colonial system and the
various education commissions narrate how Indians became so inseparable with the language. A
systematic study of the English language skills is a challenge for many Indians. Missionary
institutions and elite schools made it possible with foreign tutors and a good salary package. So
only a handful of children came out with quality education. The standard of the majority of
learners from sub urban and rural areas is uncertain. Learning of skills was discarded when rote
learning and memorization took the centre stage. When product was only required the process of
learning went in oblivion. Thus learning to communicate in English language especially
speaking and writing seemed to be problem for many L2 learners in India.

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Importance of Writing Skill

Writing is a productive skill, a form of literacy, a communicative activity, and sometimes

a means through which learners can be assessed. Writing is the most complex method of
expression. It is the final skill to be achieved in the order of acquisition. As a method of
communication, writing can be used to establish and maintain contact with others, transmit
information, express thoughts, feelings, reactions, entertain, and persuade. As a personal or
private activity, it can be a powerful tool for learning and remembering. It can be used to explore
and refine ideas, organise thoughts, and record information. Writing is originating and creating a
unique verbal construct that is graphically recorded. Studies reveal that while writing, the whole
part of the brain and cells are activated. When a person writes, he tries to bring out all that he
knows about it by tracing his knowledge related to that memory, incidents, success, failures,
current situation, future possibilities etc. These result in increase of awareness, improvement of
memory, sharpness, creativity and imagination. Among the four basic skills, Writing demands
great effort and hence it is considered a herculean task. In fact, anything and everything if done
systematically becomes successful. It is applicable in the matter of developing writing skill also.

Importance of Writing Skill in English

Writing skill in English is very crucial in modern times. Having a good writing ability in
English is very important in the modern world. Digital era has not reduced the usage of writing
in English. Today’s corporate world requires candidates who can write and communicate
effectively in English. E-mails, Fax, Online Chat, Website updates require an excellent
proficiency in English writing to communicate our need and demand effectively. If the
communication in English is clear, the chance of success is greater.

Need and Significance of the Study

Learning of English language is given great importance in the education system of India.
It is studied as a first or second language and is the chief medium of instruction in the schools of
India. Academic achievement of the students is gauged with their performance in the written
examination (80%) and viva voce (20%). All the subjects in English medium schools and in
higher education have to be written in English. As a result, there arises the need for acquiring the

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skill of writing in English. Hence, writing in English becomes significant for academic
development among students.

Statement of the Problem

The researcher feels that all the students in the high school are not efficient enough to
expose or explain any particular content on their own. There are lacunae in the development of
writing in English among the high school students. Through the present study the researcher is
trying to find out the problems existing in the acquisition of writing skill in English among the
high school students in the Cuddalore district of Tamil Nadu.

Objectives of the Study

The main objective of the researcher is to identify the problems faced by the students in
acquiring Writing skill in English.

Delimitations of the Study

1. The study is confined to the selected students of standard VIII from Cuddalore Education
Block.
2. The study is confined to Samacheer syllabus for standard VIII of Tamil Nadu Text Book
Society.
3. The study is confined to class VIII of Tamil Nadu state board schools
Literature Review

D. Rajesh (2017) highlighted that writing is not taught in the school as most of the
teachers find it difficult to teach. Teachers are not adequately motivated to write impressively.
Hence they lack the motivation to teach. Vipul B. Godhaniya (2014) discussed the problems
faced by undergraduate students studying in various disciplines such as Engineering,
Management, Technology, Science, Law, Humanities and Education in North Gujarat region.
Habituated to study in the mother tongue is the main problem of the students though the medium
of instruction is English. Students were used to rote learning and cramming from guides.
Students are not motivated to write and get feedback on the same process. Lack of exposure to
English language is also another problem. Vijayalakshmi (2013) pointed out that the students
who show unfavourable attitude towards English belong to an uneducated and economically

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backward background. It is also analysed that the students make errors in various areas such as in
the use of prepositions, articles, word order, concord, Tenses and Vocabulary (errors in choice of
words, spelling and word division). G. Sujatha (2011) endeavored to identify the problems
associated with the teaching and learning of writing skills at the degree level. In the opinion of
the teachers, all the students are not able to communicate effectively through writing with the
help of the present system of teaching composition. Faulty teaching method, lack of explicitly
stated objectives, defective methods of assessment, insufficient materials are the major reasons
for the ineffective writing among the students. Over-crowded classes, lack of motivation, heavy
syllabus are also identified as the problems. There also exists a gap between expected outcome
and achieved competence. Uma Nambiar (2006) conducted an experimental study to develop
the written English of elementary students from rural Kerala. The researcher conducted a
comparative study of the performances of the boys and girls as well as the urban and rural
students. No significant difference was found between boys and girls in the pre-test but after the
intervention the mean score of both increased in that the boys scored more. A considerable
difference was found between the students of urban area and those of rural area in terms of their
writing skill. Other findings concluded that higher rates of poverty correlated with lower
achievement.

In the studies conducted abroad, Sheeba Sardar Ali & Dr. VSV Laxmi Ramana (2018)
concentrated on the problems of the teacher and the taught. It is found that the teachers usually
encounter confusions regarding the standard of the students, their learning style when they join
UG classes, causes of the writing problems and the solutions to overcome the writing problems
faced by the students. Lack of vocabulary and grammar skill is the problem that occurs during
the class activity. The study found that the students in remote area are not supported in any way
and hence the teachers also found it difficult to teach the students in remote area where most
people think English less important for their children. Huni Hikmah Hidayati (2018)
interviewed 10 English teachers who come from different parts of East Java, Indonesia to find
out the problems teachers face to develop English writing skill. Findings revealed that there are
internal and external factors that contribute to the challenges that the teachers confront. Internal
factors include linguistic competence, mother tongue interference, motivation and reading habits
of the learners. External factors include the class condition, teaching aids for writing and the time
availability to teach writing. Felix Banda (2017) targeted the selected 2nd year group of students

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in the university to explore the spoken and written English proficiency of the students as well as
the strategies they adopted to improve the proficiency. After finding out their entry level
proficiency in English, one-on-one interviews were conducted on their experiences with spoken
and written English at home and at primary and secondary schools. The first thing that was
revealed in the interview was that they lacked apprenticeship to formal aspects of English
writing. Their teachers at the primary and secondary level neglected the teaching of formal
aspects of English. They also had fewer opportunities to translate and interpret texts because it
was done for them by their teacher. Though they were able to converse in English, they were
unable to get it right in their writing. Almubarak Amin Ali (2016) aimed at various challenges
the teachers of English Second Language encounter in teaching writing skills to students in
ordinary classrooms in the context of Jazan University. A questionnaire was employed
containing 12 items to study the problems of the teachers. The most problematic area of the
students was the difficulty in grammar. Another problematic area was vocabulary. The teachers
also felt that the content to be taught in the textbook for writing was not attractive and persuasive
enough to encourage the teachers also to teach writing. Lack of motivation among the students to
improve their writing was another problematic area. Large class size and mother tongue
interference were also disruptive factors in teaching English language writing skills.
Muhammad Fareed et.al. (2016) investigated the problems in Pakistani undergraduate ESL
learners’ writing skill and the factors that hinder their writing. Focus group interview and writing
samples were conducted to study the problems. In the thematic content analysis it is revealed that
insufficient linguistic proficiency (includes grammar, syntax and vocabulary), writing anxiety,
lack of ideas, reliance on L1 and weak structure organization. These are influenced by various
factors including untrained teachers, ineffective teaching methods, examination system, lack of
reading and writing practice, large classrooms, low motivation and lack of ideas. Muhammad
Nadeem Anwar & Nazir Ahmed (2016) investigated the problems faced by the second
language learners in writing. According to the researchers, writing is more difficult than
speaking because the former is more formal than the latter. Writing skill cannot be developed
without being proficient in the vocabulary and grammar of that language. For being a good
writer, one has to be a good reader. Students’ learning of the writing skill is depended on the
approaches (product, process, eclectic and genre) their teachers select to teach writing. Amina
Ben Sahla (2015) conducted a study to identify and analyse the common errors that the learners

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face when they start writing. Descriptive method was used in the research. 30 students’
compositions have been collected for error analysis and are revealed that the targeted students
found difficulty in writing due to the negative interference of their mother tongue, the intra
lingual errors and the lack of practice in English. Yaakob Shahrohan Binti (2015) investigated
the factors affecting students’ writing skill in primary school. The targeted population was year
four students in the primary school in Gombak Selangor. Teachers and students were interviewed
and social surveys were used to collect data from the students. Studies revealed that it is difficult
for the teachers to teach writing skill to the students as it is purely a skill to be mastered. It is a
great challenge for the teachers to teach it. The findings of the study also revealed number of
factors that stand as a hindrance for the development of writing skill. Shortage of vocabulary,
difficulties in using grammatical structure, disinterest to write, less chance of being corrected or
given feedback, lack of reading and awareness and quality time to practice writing were found to
be the hindrance in the development of writing skill. Nabeela Sanjana Chowdhary (2015)
made attempts to find out problems in writing at secondary level. The participants were the
teachers and students of class six and seven. Class observation, students’ interview and
assessment of students’ writing were the tools used in the study. It is revealed after the analysis,
grammatical errors are the biggest problem for most of the students. Apart from that,
organization of information, translation problems, spelling mistakes and usage of inappropriate
vocabulary are the other problems. The students are unaware of these mistakes as the teachers do
not provide proper feedback. Fawzia Al Seyabi & Victoria Tuzlukova (2014) investigated the
gaps in English language teaching and learning that exist between post-basic schools and
universities in the Sultanate of Oman. The problems examined were the concern in writing a
correct sentence in English, putting the ideas together in a coherent way, choosing the right
vocabulary to express ideas, having ideas about the given topics and deciding how to start a
paragraph. Data regarding writing problems suggest that majority of the students struggle with
lexical and content aspects of writing. Ghulam Haider (2014) focused on the organizational
problems in writing among the student writers with learning difficulties when they write an
English essay. A questionnaire and a semi structured in-depth interview were utilized for
understanding the problems. Findings reveal that these students found difficulty in writing the
introduction, the thesis statement, the topic sentence, writing concluding sentences and writing
the conclusion. The teachers of these students reported that besides these problems they also

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found problems in the transition of ideas and sequence of ideas. The reasons for these problems
were identified. Lack of topic-specific background knowledge had an impact on the quality of
writing. Secondly, the student writers’ focus was on language matters alone without considering
the sense it makes. Thirdly, it was identified that these students used a broad statement in the
opening sections without introducing the topic sentence. Other reasons include the overuse of
coordinate sentences and misused topic sentences that degraded the quality of writing. Hafiz
Ahmad Bilal et.al. (2013) investigated the problems related to classroom environment which
affect the process of teaching English writing skills. Government sector institutes of Sargodha
district which includes students of both rural and urban areas are the focus of the study. The data
had been collected through structured interviews. Research findings highlight poor English
background of the students, unavailability of proper AV aids, overcrowded classrooms,
traditional teaching method and lack of time for writing practice. Muhammad Shahid Farooq
et. al. (2012) explored the writing difficulties in the English language faced by second language
learners using survey method. A questionnaire based on five point Likert scale was utilized as
the tool. Data collected from 245 students revealed that the students faced problems mainly in
vocabulary, mother tongue interference, rules of grammar and irregular spellings. It is also
revealed that female students face more difficulties in vocabulary, spellings, rhetorical, grammar
and punctuation than male students. Other revelations are that the students who faced problems
in vocabulary also had the problems of mother tongue interference and the students who had
spelling difficulties also faced problems in grammar while writing in English as a second
language. Rawda Bashir Abdallah (2011) attempted to investigate the problems in pupils’
abilities in writing in English and the difficulty faced by the teachers in teaching. It also
examined whether the mother tongue interference affects writing negatively. Forty teachers and
sixty basic school pupils from Karary locality in Sudan participated in the study. Four
instruments such as a questionnaire for the teachers, two writing tests for the pupils, textbook
analysis and classroom observations were used in the study. Findings of the study revealed that
the poor writing skill of the pupils is due to poor and inadequate writing activities provided in the
textbook, lack of vocabulary, large class and little emphasis on teaching of writing. Teachers are
not motivated and so no effort was taken to encourage learners to write good topics. Nancy
Rosemary Nabiryo (2011) investigated the factors that influence the basic writing skills of the
students in English language in selected schools in Rubaga Division of Kampala District. The

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study also assessed the teachers’ views about the influence of the learners’ first language, status
of their former primary schools and other factors on the learners’ English writing skills and the
instructional methods used in teaching English writing skills. Eleven teachers and one hundred
and thirty six learners were interviewed. Questionnaires were also provided to the teachers to
follow up on the answers given in their interviews and another one to the students to clarify their
views on different issues. Findings revealed that though learners like writing, they do not
practice enough to develop their writing skills. Very few students are equipped with writing
skills in their former schools. Teachers had never encouraged the students to read a lot and
practice writing. Tri Windiyati (2010) studied on the problems faced by English teachers in
teaching writing. It also intended to find out how the teachers coped and managed their problems
in order to help the students to write better. The subjects were two English teachers who taught
for grade VIII at SMPN 1 Kasembon Malang. Questionnaires, observation sheet, interview guide
and field notes were the instruments used in the study. There were various problems in these
teachers in teaching. They were in relation to teaching preparation, teaching techniques and the
textbook used. They had strategies to overcome it. They made preparations before they taught.
They made only lesson plans and a semester program for one year in the early semester. In the
process of teaching writing, the techniques used by the teachers were almost same for every
meeting. They rarely used other techniques because of their lack of knowledge on the techniques
of teaching writing. They got difficulties in using appropriate techniques for the students who
had low ability and interest in writing and in choosing an activity that could encourage the
students to write better. Assefa Zeru Tedla (2007) explored the issues involved in the teaching
of expository writing. The objective of the study is to examine the factors involved in the
development of the necessary writing skills. The study focuses on the adequacy of the syllabus,
the nature of the teaching materials currently in use, the effectiveness of the writing tasks and the
nature of problems encountered in implementing CLT methodology in the writing course. The
subjects were 120 teacher trainees of the department of English Language Education, Addis
Ababa University and 15 writing instructors who taught the course in the same department.
Questionnaires were used as the tool for students and teachers. Interview was also used to collect
information from the students and teachers besides classroom observation. The study revealed
that there are limitations in the adoption of CLT principles and procedures. There are also several

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constraints in teaching expository writing. It emerged from the study that the students lacked the
requisite skills and practice in writing expository compositions.

Methodology in Brief

In the present study, the investigator employed Descriptive Survey method to find out the
problems faced by the students at standard VIII. The sample consisted of 1200 students studying
in standard VIII in Cuddalore Education Block. Simple Random Sampling method was adopted
by the investigator for the selection of the sample. The investigator utilized a Diagnostic Test
which was developed and standardized by the investigator for the present study. After the
thorough examination of the prescribed textbook for standard VIII of Tamil Nadu Textbook
Corporation the investigator included the types of writing genres that were in the English Reader.
Besides, Letter Writing, Essay Writing and Paragraph Writing the investigator incorporated
Instruction Manual Writing as a general topic. There were eight questions in the test and the
weightage given to each answer was 10 points. For the Diagnostic test the investigator
established reliability by using Cronbach’s test and the reliability was 0.75. Validity was
established by Content and Construct Validity.

Data Collection
The investigator visited each selected unit and explained the nature of the study and its
requirement. The Head teachers and the English teachers of the particular unit provided
necessary help to the investigator for conducting the diagnostic test to the students. During the
first visit to each unit, the investigator fixed a date for the conduct of the test. Tests were then
conducted on the scheduled dates. Time duration of the test was 2 ½ hours. The test was
invigilated by the investigator with the help of the English teachers of the particular unit. The
students actively participated in the process.

Data Analysis

The investigator evaluated every answer script and noted down the problems that
appeared frequently in the answer scripts of the students. Average answers were given a score of
5, below average answers were scored 4 and below and the above average answers were scored 6
and above.

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Problems Detected in the Acquisition of English Writing Skill

1. Students are unaware of the requisite features of the different genres of writing. Essays
are devoid of paragraphs which are the soul of an essay. Paragraphs are constructed
without key points and supporting statements. Segregation of paragraphs each containing
one key sentence and supported by supporting statements are not known to the students.
In the case of letter writing, students were found to be unaware of the difference between
formal and informal letter format. Even paragraphs were missing in the letter writing
composition also. Instruction manual writing which requires step by step process of its
procedure was written in a single paragraph by 30% of the students.
2. Lack of content in the written composition points to the fact that students lacked reading
habit. 74% of the students couldn’t develop content on their own. Nearly 100 students did
not attempt the essay questions.
3. There was no unity and organization of ideas. Sentences lacked connection to each other.
Nearly 69% of students’ essay lacked in cohesion and coherence in their essay
composition.
4. Diversion from the main content was another problem. Around 30% of the students
showed this problem.
5. Lexical Problems: Students failed to choose appropriate vocabulary in the context. Not
many words were used by the students in the composition. They tried to use only the
words that were in the questionnaire given in the form of hints. This problem spoiled the
whole mood of the written text. Right words at the right place elevate the quality of the
written composition. Some of these problems appeared in the written composition are
given below.
i. Idli in the hostel is very strong (hard)
ii. She is a very shining girl. (smart)
iii. I am single in the hostel (alone)
iv. I am losing my mother (missing)
v. The warden is very angry (strict)
6. Grammatical Problems: Major grammatical problems are in the usage of subject-verb
agreement, active & passive voice and tenses. Besides these problems, preposition,

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articles and pronouns were also found to be problematic for the students. Some of the
mistakes that were found in the written test are given below.
i. Thomas Alva Edison invented the telegraph, electric bulb and phonograph.
(article error)
ii. I couldn’t attend the class on from 2 days. (prepositional error)
iii. I favourite dish is biriyani. (Pronoun error)
iv. He moved by the generosity of people. (voice error)
v. She like me very much. (subject-verb agreement error)
vi. I am missing you a lot (Present progressive tense in the place of present tense)
7. Syntactical Error: Sentence structuring is also a common problem in the students. Basic
sentence structures are unknown to them. Some of the errors that are found in the written
test are given below.
i. As she gave one half to the dog (incomplete sentence)
ii. I am not like the situation (formation of negative sentence)
iii. So, I am fever I am coming home (sentence structure)
8. Spelling Error: This error occurs due to the lack of identification of sounds of each letter
in English alphabet. Common errors occur in the usage of the combination of letters such
as ‘ea’, ‘ie’, ‘ee’ etc.
Eg: pleeding for pleading/ week for weak/ obetiently for obediently/ nutertion for
nutrition/ laboratary for laboratory/ hastel for hostel/ marrage for marriage etc
9. Punctuation Error: There were innumerable problems in punctuation which led to the
deviation of the meaning of the content. The investigator found it very difficult to draw
out the meaning of the sentences due to errors caused in the use of punctuation. Major
errors were in the use of full stop (.), comma (,), apostrophe (‘) etc. Capitalization of the
words in the beginning of the sentence has not become a habit for majority of the
students. Capitalization of proper nouns was also unaware for the students.
10. Interference of Mother Tongue: Tamil is the mother tongue of the students in the
present study. The difference in the sentence structures of Tamil and English is a big
challenge for the students of Tamil Nadu. This has adversely affected the writing
performance of the students in the present study.

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11. Redundancy of Ideas: Repetition of ideas makes the reader bored. Furthermore, it leads
to the shortage of content.

Recommendation

The present study can be replicated in other boards of education such as CBSE and ICSE boards
including the genres of writing in each curriculum. This study can also be extended to higher
education, technical education and professional education as well.

Implications of the Study

The findings of the study will be of great help not only for the students but also for the teachers
who teaches English as second language. These findings will be a benchmark for the
administrators to check the level of achievement in English language writing once the students
are promoted from class VIII.

Conclusion

A good and fluent writer in English language can create wider connections with a wide range of
population. Acquisition of this language skills have become a necessity for the survival in the
modern era. There were some lacunae in the acquisition of these skills especially, writing skill as
it is considered a herculean task by many teachers and learners. The aim of the present study was
to find out the underlying problems students in high school encounter in English Language
writing. Findings of the study revealed several problems in grammar, syntax, spelling,
punctuation and in choice of vocabulary. In addition to these problems redundancy of content,
mother tongue interference and genre identification were also identified in the study. The
findings of the study will be a yardstick to measure the level of achievement in English language
writing in high school.

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