Identifying and analyzing common English writing challenges among regular undergraduate students

Abstract

Writing is essential for academic and professional success. This descriptive study aimed to investigate the challenges faced by Ethiopian university students. It focused on 680 regular undergraduate students at Mizan Tepi University selected through simple random sampling. Researchers employed tests, questionnaires, and interviews to collect data from students and EFL instructors. Data collection methods included student essay analysis, a structured questionnaire, and instructor interviews to gain insights into students' writing proficiency and perceptions. Statistical analysis was used for quantitative data, while content analysis was applied to qualitative data. Findings revealed that most students have average writing proficiency, are motivated to write in English and view writing as a process during activities. Many also reported engaging in writing outside the classroom. Vocabulary and grammar were highlighted as the most challenging aspects, alongside concerns over insufficient time to learn writing skills. Based on the study's outcomes, recommendations are proposed to enhance writing proficiency among undergraduate students. These include dedicating more time to writing instruction, raising awareness of essential writing elements, implementing regular assessments for monitoring progress, and possibly integrating a dedicated reading module. Emphasizing flexible teaching approaches and encouraging diverse writing practices beyond the classroom is crucial for improving overall language proficiency among students.

1. Introduction

Writing skills are essential in academic and professional settings and are the cornerstone for effective communication and critical thinking. For undergraduate students, mastering English writing is not just about fulfilling course requirements but is also crucial for academic success and future career prospects [1]. However, numerous students encounter significant challenges that impede their ability to express ideas clearly and coherently on paper. These challenges manifest in various forms, ranging from grammatical errors and awkward sentence structures to difficulties in organizing thoughts and arguments logically [2]. Such obstacles are not merely technical; they often reflect underlying issues related to language proficiency, cultural backgrounds, and educational experiences. Understanding the specific nature and prevalence of these challenges is essential for teachers seeking to shape their instructional approaches and support mechanisms effectively.

Writing proficiently in English is crucial for undergraduate students, as it is a fundamental tool for academic success and future professional endeavors [3]. However, numerous students encounter significant challenges that hinder their effective written communication skills. These challenges encompass a wide range of issues, including grammatical errors, syntactical complexities, and difficulties in organizing ideas coherently [4]. Such obstacles not only affect students' academic performance but also their ability to engage critically with course material and contribute meaningfully to scholarly discourse. The rationale behind this study stems from the recognition that undergraduate students across various disciplines struggle with English writing proficiency, which may impact their overall educational experience and future career opportunities.

In the academic context, proficient writing skills are essential for students, particularly at the undergraduate level [1]. However, despite the paramount importance of proficient writing skills, regular undergraduate students often encounter numerous challenges when attempting to master the art of writing in English [2]. These challenges can arise from various factors, including differences in language backgrounds, varying levels of exposure to academic writing conventions, and difficulties in articulating complex ideas effectively. Effective communication skills, particularly in English writing, are crucial for students' academic journey and future career readiness [5]. Despite its paramount importance, many students encounter multidimensional challenges in mastering English writing. Therefore, teachers and institutions must understand and address these challenges diligently to enhance students' academic achievements and overall proficiency in written communication.

Research conducted by scholars like [6] consistently underlines the prevalence of English writing difficulties among students. These studies shed light on the widespread nature of these challenges and emphasize their significant impact on student's academic performance and broader educational experiences. Such findings emphasize the importance of investigating common English writing challenges students, providing a foundational understanding of their scope and significance [5] has noted these inaccuracies as a prevalent issue, often arising from shortcomings in language proficiency. Such errors not only hinder students' capacity to effectively convey their ideas but also detract from the overall quality and coherence of their written compositions. Thus, understanding the particular grammatical challenges faced by students becomes crucial for devising tailored interventions to enhance their writing skills [5].

In Ethiopian universities, there's a growing demand for writing courses because of the explosion of information in today's digital age [8]. With digital platforms becoming more widespread and written communication becoming increasingly important in both academic and professional environments, the need for strong writing skills is more critical than ever. As a result, including writing lessons in university courses has become important to make sure students have the skills they need to do well in today's world of communication [2]. By giving students chances to get better at writing, universities don't just help them do well in school and jobs, but also everyday talking. These classes don't just make students better at saying what they mean and being persuasive, but also help them think better, be more creative, and understand things better. These skills are really important in lots of parts of life.

Due to our university students' exposure to the digital world today, there is a big rumor that students use the form of cutting and paste bits of the writings of others and use them in their papers without acknowledgment. This habit limits our students from producing a piece of their writing. In studies at Addis Ababa, Jimma, and Bahir Dar universities, first-year undergraduates reported that the most frequently assigned high school writing tasks required them to offer and support opinions, with a secondary emphasis on summarizing and synthesizing information. As a result, students have not had enough practice to develop a set of sophisticated writing skills. When students lack skills in these areas, their writing may be unsatisfactory in multiple ways – from poor grammar and syntax to unclear organization to weak reasoning and arguments. Recognition of students’ prior experience with writing and the complex nature of writing can help us to more effectively design assignments and provide support as students continue to hone their skills [9]. Even though it may seem simple, academic writing involves many detailed processes, such as spacing and punctuation. All of these elements are crucial for making our writing clear and effective.

Although university students spend a long time in writing classes, most of the teachers heard complaining about the students' failure to achieve the desired level of writing in their academic endeavors. Due to the deficiencies in writing, students are experiencing adverse effects on their academic performance. It has also been a common complaint often heard in Ethiopia that university students are incapable of expressing themselves or producing academic papers in a clear, correct, and comprehensible manner in writing. The researchers teaching experiences informed them that university students have the habit of copying and pasting instead of developing their texts whenever they are asked to write paragraphs and/or essays. The students in higher education also struggle to write systematically and logically. This current problem in writing urged us to investigate the common problems and their root causes. This study then investigated the writing problems that first-year university students face. Consequently, the present study seeks to address the following three research questions.

• 1.What are the most frequent English writing difficulties encountered by regular undergraduate students?
• 2.What are the common causes for the writing problems committed by undergraduate students of Mizan Tepi University?

1.1. Objectives of the study

The objective of the study is to identify and analyze common English writing challenges among regular undergraduate students.

1.2. Rationale of the study

English writing proficiency is a foundational skill essential for academic success across diverse disciplines in higher education. However, undergraduate students often face numerous challenges in improving this skill, which may hinder their academic progress and overall educational experience. Despite the demanding need to address these challenges, there remains a noticeable gap in the literature regarding a comprehensive understanding of the specific writing difficulties encountered by students. By undertaking this study to describe and analyze common English writing challenges among typical undergraduate students, our goal is to fill this gap and enhance the current understanding in several important ways. Firstly, by systematically identifying prevalent writing challenges, we aim to provide valuable insights into areas requiring additional support and instruction for students. This, in turn, will enable teachers and institutions to adapt writing instruction more effectively, providing to the diverse needs of undergraduate students.

Secondly, by investigating the underlying factors contributing to these challenges, including proficiency levels, disciplinary disparities, and technological influences, we seek to gain a profound understanding of the specificities involved in writing development among undergraduate students. Such understanding will support the development of targeted interventions and support mechanisms, aiming for a more holistic approach to addressing these challenges. Moreover, this study holds promise in shedding light on the effectiveness of existing instructional strategies and support mechanisms in mitigating common writing challenges among undergraduate students. Through careful evaluation of these interventions, we aim to extract best practices and identify areas requiring refinement, ultimately enhancing the quality of writing instruction in higher education. Overall, the implications of this study extend widely, resonating with educators, curriculum developers, and policymakers tasked with designing and implementing writing programs tailored to the needs of undergraduate students.

1.3. Significance of the study

This study aims to fill a crucial gap by examining the particular writing obstacles encountered by undergraduate students and how these impact their academic success and career growth. By investigating these challenges and their root causes, teachers and institutions can design targeted interventions and support systems to better assist students. Moreover, enhancing writing abilities not only boosts academic achievements but also arms students with vital communication skills necessary for their professional endeavors. Moreover, the effort to enhance students' writing ability exceeds mere academic gains, extending its impact to the broader setting of communication competencies essential for navigating future careers. Through this comprehensive understanding and targeted intervention, the study endeavors to cover the way for not only academic success but also the cultivation of indispensable skills crucial for flourishing in the professional arena.

2. Review of related literature

Writing is the process of transforming spoken language into written words, enabling individuals to effectively express their thoughts and ideas [10]. It serves as an advanced form of communication where the nuances of grammar and vocabulary convey not only words but also the deeper emotions and complexities of human expression. Through writing, people can explore and articulate their emotions, concepts, and viewpoints, which improve their language skills and their ability to communicate with others [10]. According to Ref. [11] writing exceeds mere factual accuracy; it is an art that aims to uncover profound truths and insights. Effective writing engages readers intellectually and emotionally, offering valuable perspectives and meaningful content [11]. In essence, writing is not just a technical skill but a creative process that empowers individuals to communicate effectively, share ideas, and contribute meaningfully to discussions and knowledge sharing.

English writing proficiency is crucial for undergraduate students across various academic fields. However, many students struggle with expressing their ideas effectively in writing. This study aims to investigate the common obstacles faced by undergraduate students in English writing and identify the underlying factors contributing to these challenges. One significant factor influencing these difficulties is the disparity in proficiency levels among students. Non-native English speakers often encounter challenges related to grammar, sentence structure, and vocabulary usage, which can impede their writing skills [12]. Similarly, native English speakers may struggle due to their limited exposure to formal writing conventions, leading to difficulties in expressing themselves effectively in writing [11].

Writing is taught because there are many reasons for getting students to write, both in and outside class. Firstly, writing gives them more ‘thinking time’ than they get when they attempt spontaneous conversation. This allows them more opportunity for language processing - that is thinking about the language - whether they are involved in study or activation. When thinking about writing, it is helpful to make a distinction between writing-for-learning and writing-for-writing [12]. In the case of the former, writing is used as an aide-memoir or practice tool to help students practice and work with the language they have been studying. We might, for example, ask a class to write five sentences using a given structure or using five of the new words or phrases they have been learning. Writing activities like this are designed to give reinforcement to students. This is particularly useful for those who need a mix of visual and kinesthetic activity. Another kind of writing-for-learning occurs when we have students write sentences in preparation for some other activity. Here, writing is an enabling activity.

Writing-for-writing, on the other hand, is directed at developing the students' skills as writers. In other words, the main purpose for activities of this type is that students should become better at writing, whatever kind of writing that might be. There are good 'real-life' reasons for getting students to write such things as emails, letters, and reports. Whereas in writing-for-learning activities it is usually the language itself that is the main focus of attention, in writing-for-writing we look at the whole text. This will include not just appropriate language use, but also text construction, layout, style, and effectiveness. It is clear that the way we organize our students' writing - and the way we offer advice and correction - will be different, depending on what kind of writing they are involved in [13]. describes that the reasons for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, and, most importantly, writing as a skill in its own right.

[5] thinks that because of the absence of prosodic features in writing, the writer has to compensate for these features by keeping the channel of communication open through his/her efforts by selecting appropriate structures and using appropriate connecting devices so that the text can be interpreted on its own. Similarly [6], thinks that so as the writer to compensate for the absence of prosodic features in writing,/has to write with a high degree of organization, careful choice of vocabulary, and use complex grammatical devices. Grammatical problems, mechanical problems, sentence structure problems, and problems with diction are linguistic problems that hamper students' effective writing in English. Learners encounter various challenges when attempting to write in a second language [7]. notes that verbs which take different forms based on tense and subjects, pose difficulties for second-language writing students [2]. similarly identify problems with subject-verb agreements, pronoun references, and connectors. Sentences exhibit diverse syntactic structures, yet some learners produce run-on, incorrect, and fragmented sentences. Moreover, those struggling with sentence structures find it challenging to generate longer sentences involving subordination and coordination [14]. Cohesive devices, as highlighted by Ref. [15] play a crucial role in writing; however, English language students often grapple with linking devices.

Effective writing involves the application of accurate grammar, which plays a crucial role in making written work readable and efficient. Students, particularly non-native speakers, should continuously strive to improve their writing accuracy, understanding that perfection may be unattainable. Research supports the idea that integrating grammar instruction into the process of revising and editing, using students' writing as examples is more beneficial than teaching grammar in isolation. This approach allows students to immediately apply grammar concepts to their work and see the relevance of these concepts to their writing.

Scholars in the field have contributed valuable insights. For instance Ref. [16] emphasize the importance of teaching grammar within the writing process, highlighting the connection between grammatical concepts and immediate application in students' work. In addition to the above [17], contribute insights into the fundamental role of grammar in language, underlining its significance in effective communication. Moreover [17], emphasize the integration of grammar instruction into writing to enhance students' overall writing competence. Overall, the consensus is that grammar instruction is most effective when integrated into the writing process, using students' writing as a foundation for teaching and learning grammatical concepts. Writing is a complex process that requires the mastery of the grammar of the language, conceptual thinking, and judgmental elements [10]. As a complex process, the causes for the challenge of writing effectively in English are related to psychological, linguistic, and cognitive factors.

3. Method and materials

3.1. Research design and approach

This study employed a descriptive survey design, incorporating a mixed approach to collect and analyze both qualitative and quantitative data.

3.2. Research Site and participants

The study is conducted at Mizan Tepi University, emphasizing the undergraduate students of the university. This setting is targeted because of its proximity to the residence of the corresponding researcher. Furthermore, this researcher works at a university that offers various writing courses to students. This firsthand experience with teaching writing courses provides the researcher with unique insights into the challenges that students face in developing their writing skills. The study targeted the undergraduate students of informatics and engineering colleges of the university. Considering these colleges helped the researchers to realize representation across different academic disciplines and colleges. Since the population size of the colleges is difficult to manage within the scope of such a specific article, the researchers selected 680 students from the total of 6795 students of the college using stratified random sampling to guarantee proportional representation across departmental distribution and gender demographics. In addition, a simple random sampling methodology was employed to determine the number of participants within each college. This unbiased selection method ensures that every eligible student within the designated colleges has an equal opportunity to be included in the study, thereby enhancing the fairness and reliability of the findings. This represents 10 % of the total population. All students who are enrolled in the 2023/2024 academic year are considered in the sampling process.

3.3. Data collection tools

To collect the data from the samples, the researchers employed tests, questionnaires, and interviews. The test was prepared by the researchers and distributed to the sample students to write an essay. The purpose of using a test is to investigate the common problems that students face during writing. The test required the students to write an essay of 200–250 words. The marking of the tests had been conducted by the researchers and crosschecked by another English language instructor at the university. This helped the researchers to attain objectivity. The marking of the compositions of the students focused on elements of good composition, such as content, organization, grammar, diction, mechanics, and handwriting.

The questionnaire, containing questions that elicit background information from the students as regards writing and probes into the composing experiences of the subjects, was designed and distributed to the 680 students. The questionnaire for the target group aims to find out their practice of writing, common problems they face when writing, and the causes of their writing problems. The other instrument was a semi-structured interview with English language instructors at the university. A semi-structured interview was preferred because it is open, allowing new ideas to be brought up during the interview as a result of what the interviewee says. The purpose of the interview is to enrich the data collected by the questionnaires. The interview was conducted with the English language teachers focusing on the writing problems of their students, the teaching approach that they use to teach the skill, the mechanisms that they use to remedy the problems, and possible solutions to solve the problems.

3.4. Data collection procedure

The first instrument that was employed in the data was the questionnaire which helped the gain quantitative data from the sample students. The questionnaire enabled the researchers to reach out larger number of students, offering valuable insights into their perceptions of their writing skills. Next, it was the test that was administered. The test enabled the researchers to discover the writing competence of the students. The teachers randomly selected 50 essays and conducted the content analysis. This data allowed the researchers to identify the prevalent mistakes and challenges encountered by students, providing tangible examples to support the study's findings. Finally, instructors were interviewed to gather qualitative insights into their observations and perceptions of students' writing challenges.

3.5. Data analysis

The data collected through the instruments was analyzed both quantitatively and qualitatively. Firstly, descriptive statistics were employed to summarize the responses to the questionnaire. This involved organizing and presenting the data in a meaningful manner to provide an overview of student's perceptions of their writing proficiency. Descriptive statistics, such as measures of central tendency and variability, were utilized to quantify and summarize the key findings derived from the questionnaire responses. These analyses enabled the researchers to identify significant trends regarding various aspects of writing proficiency among undergraduate students. Additionally, the qualitative data obtained through the interview with instructors and content analyses of essays were thematically analyzed. Thematic analysis involved identifying frequent themes, patterns, and categories within the qualitative data.

4. Results

4.1. Analysis of students’ questionnaire

Based on the data provided in Fig. 1, students' English proficiency is classified into five distinct levels: outstanding, good, average, low, and very low. The distribution across these categories is as follows: no students demonstrate outstanding proficiency (0 %), 120 (17.64 %) show good proficiency, 500(73.52 %) fall into the average proficiency category, 50 (7.35 %) have low proficiency, and 10 (1.47 %) are classified as very low proficiency. This distribution underscores significant variation in language mastery among students [18]. argue that achieving outstanding proficiency in a second language demands extensive exposure to diverse language contexts and authentic language usage opportunities, factors that may be lacking in conventional educational settings. Conversely, students in the good proficiency category benefit from formal instruction and meaningful language engagement, facilitating effective communication in both everyday and academic contexts [19].

Fig. 1.

Students' proficiency levels in English.

The majority of students, classified under average proficiency, demonstrate moderate language skills suitable for routine communication and basic academic tasks [20]. This group typically requires ongoing support and targeted instruction to enhance their language abilities further. Students categorized with low and very low proficiency levels face considerable challenges in mastering English language skills, necessitating intensive remedial interventions and structured language support programs [21,22]. These interventions aim to build foundational skills and progressively improve language proficiency levels, ensuring equitable access to language learning resources and promoting academic success. Addressing the diverse proficiency levels among students requires a holistic approach that integrates scholarly insights with practical instructional strategies. By implementing targeted interventions, differentiated instruction, and opportunities for authentic language use, educators can effectively support students in advancing their English language skills and achieving academic success. This approach not only fosters linguistic development but also cultivates an inclusive learning environment conducive to the growth of all students.

The analysis of students' motivation to learn writing in Fig. 2 indicates a predominantly positive trend, with a substantial majority of 600 (88.23 %) responding affirmatively (Yes) to the question. This high percentage underlines a strong inclination among students towards engaging in the process of learning writing, highlighting a positive attitude towards this academic skill. However, a notable minority of 80(11.76 %) responded negatively (No), indicating a lack of motivation in writing. This data underscores the importance of comprehending and addressing the diverse motivational factors that influence students' perspectives. Further exploration into these factors, which may include instructional methods, curriculum design, or individual learning preferences, is essential. Scholars such as [18] emphasize the critical role of motivation in the learning process, as it significantly impacts students' engagement and academic success. To enhance overall writing proficiency, teachers and institutions must adapt their approaches to accommodate these diverse motivational factors. By fostering a more inclusive and effective learning environment that considers students' motivations, teachers can better support students in developing their writing skills and achieving academic success.

Fig. 2.

Students' motivation to learn writing.

The assessment of students' English writing skills in Fig. 3 reveals a range of self-perceptions among respondents. None of the students rated themselves as having "Outstanding" proficiency. Instead, the majority described their skills as either "Good" (37.50 %) or "Low" (38.23 %), with a smaller group considering their proficiency as "Average" (21.32 %). A few students did not specify their proficiency (2.94 %). This variety highlights the difficulties many students encounter in reaching higher levels of proficiency. Scholars emphasize the importance of students being aware of their skill levels for effective learning [19] suggesting that tailored interventions are crucial to support different levels of proficiency and create an inclusive learning environment. Furthermore, the distribution of responses emphasizes the need for a comprehensive evaluation approach that combines students' self-assessments with objective measures. Using various assessment methods like self-assessment, peer evaluation, and teacher feedback can offer a complete picture of students' writing abilities [20]. This approach helps address the limitations of self-reporting alone, especially considering the significant number of students who identified themselves as having "Low" proficiency. By employing diverse assessment strategies, teachers can better understand students' skills, adjust interventions as needed, and promote effective skill development in line with expert recommendations [22].

Fig. 3.

Writing proficiency of the students.

The analysis of students' writing challenges in Table 1 reveals several key areas where targeted interventions are essential. A significant number of students (29.41 %) identified grammar as a major difficulty, reflecting scholarly views on its crucial role in facilitating clear and effective communication [23]. Good grammar not only enhances the readability of writing but also elevates its overall quality, making ideas more accessible and compelling to readers. Addressing grammar issues through focused instruction can empower students to express themselves more confidently and accurately in their written work. Vocabulary emerged as the most prevalent challenge, affecting (36.76 %) of students. Scholars such as [21] emphasize that a robust vocabulary is fundamental for enhancing writing skills, enabling students to convey their thoughts with precision and sophistication. Interventions aimed at expanding students' vocabulary can empower them to choose words that better capture nuances and subtleties, thereby enriching the depth and clarity of their writing.

Table: 1.

Students’ writing challenges.

Aspects of difficulties	Frequency	Percentage
Grammar	200	29.41 %
Vocabulary	250	36.76 %
Punctuation	50	7.35 %
Spelling	59	8.67 %
Coherence	51	7.50 %
Organization of writing	70	10.29 %
Total	680	100 %

Punctuation, although mentioned less frequently (7.35 %), remains crucial for conveying meaning accurately in written communication. Scholars like [24] emphasize the importance of correct punctuation in ensuring that sentences are clear and coherent. By addressing punctuation challenges through targeted instruction, teachers can help students improve the structure and flow of their writing, enhancing its effectiveness and impact. Moreover, spelling was identified as a challenge by approximately (8.67 %) of students. This aligns with scholarly arguments [25] emphasizing spelling proficiency as foundational to effective writing and overall literacy. Focused spelling instruction not only enhances the professionalism of students' written work but also boosts their confidence in expressing themselves accurately.

The data on students' responses regarding the sufficiency of writing time in the classroom in Fig. 4 offers valuable insights into the perceived adequacy of this essential aspect of the learning environment. With 245(34.6 %) responding positively and 435(65.4 %) expressing dissatisfaction, the findings urge a closer examination of the potential implications for writing instruction and student outcomes. A minority of students, (34.6 %), believe that the allotted writing time in the classroom is sufficient. This viewpoint indicates a positive recognition of the current structure and duration of writing activities [26]. Scholars like [27] argue that an optimal writing environment necessitates a balance between structured class time and independent writing periods. The favorable response from this group may suggest that, for a segment of students, the current classroom writing time adequately meets their needs for practice and reflection.

Fig. 4.

The sufficiency of writing time in the classroom.

Conversely, the majority of students, 435 (65.4 %), expressed dissatisfaction with the current writing time. This raises concerns about potential inadequacies in the allocation of time for writing activities in the classroom. Research by Ref. [26] underlines the significance of sufficient writing time for skill development and the cultivation of a writing habit. The overwhelmingly negative response indicates that a substantial portion of students may perceive limitations in their ability to fully engage with and benefit from the writing process within the current classroom time constraints. Scholars in the field of education, like [28] stress the critical role of adequate writing time in fostering literacy skills and cognitive development. They argue that an insufficient amount of time dedicated to writing activities can impede students' ability to refine their writing skills, develop a deeper understanding of the writing process, and encourage a genuine appreciation for written expression. The data, particularly the high percentage of students expressing dissatisfaction, aligns with this scholarly perspective, underscoring the need for educators to reassess and potentially adjust the allocation of writing time to better meet the needs of students.

The data on students' perceptions of writing time in the classroom in Fig. 5 provides valuable insights into how this essential aspect of the learning environment is perceived. A minority of students (34.6 %) view the allotted writing time as sufficient, indicating a positive acceptance of the current structure and duration of writing activities. Scholars like [27] argue that an ideal writing environment should strike a balance between structured class time and independent writing periods, suggesting that this group finds the current setup adequate for their practice and reflection needs.

Fig. 5.

Following steps in writing assignments.

In contrast, the majority of students (65.4 %) expressed dissatisfaction with the current amount of writing time allocated in the classroom. This widespread discontent raises concerns about potential inadequacies in how writing activities are scheduled and managed. Research by Ref. [26] emphasizes the critical role of adequate writing time in skill development and fostering a habit of writing. The overwhelmingly negative response suggests that many students feel constrained in fully engaging with and benefiting from the writing process within the existing time constraints. Scholars like [28] highlight the pivotal role of sufficient writing time in promoting literacy skills and cognitive development, arguing that inadequate time may hinder students' ability to refine their writing abilities, understand the writing process deeply, and develop a genuine enthusiasm for expressing themselves through writing. The high percentage of students expressing dissatisfaction highlights the need for educators to reconsider and potentially adjust how writing time is allocated. By aligning classroom schedules more closely with students' needs and educational goals, teachers can better support students in developing their writing skills effectively and fostering a positive learning experience in writing.

The data collected from students' responses regarding their adherence to the steps or stages of writing in assignments in Fig. 6 offers valuable insights into their writing behaviors. The responses varied, with approximately (58.82 %) of students affirming their commitment to following these stages, (22 %) indicating they did not adhere to them, and (19.11 %) choosing not to respond. This distribution prompts a deeper examination of the implications for academic success and skill development. Those who affirmed their adherence align with scholarly perspectives emphasizing the benefits of a structured writing process. Scholars like [14] argue that embracing writing stages such as prewriting, drafting, revising, and editing enhances the quality of written work and improves overall writing proficiency. This suggests a widespread awareness among students of the importance of a systematic approach to writing.

Fig. 6.

Following the writing instructions.

Conversely, the significant portion of students (22 %) who reported not following these stages raises concerns about potential challenges in time management, organization, and the overall quality of their writing. This finding echoes the emphasis by scholars such as [15] on the crucial role of a structured writing process in developing critical thinking and communication skills. Targeted interventions focusing on the benefits and implementation of writing stages could prove beneficial for this group of students. Additionally, the percentage of students (19.11 %) who chose not to respond suggests a possible lack of awareness or clarity about their writing practices. This underscores the potential benefit of interventions aimed at encouraging students to reflect on and articulate their approaches to writing, aligning with scholars' arguments for promoting metacognition and self-awareness in writing processes [15].

Scholars in the field of writing instruction [14], stress the importance of guiding students through the stages of the writing process to foster critical thinking, organization, and effective communication skills. The affirmative responses from students support this perspective, reinforcing the idea that a structured writing process positively impacts overall writing proficiency. Thus, the analysis reveals a diverse background of writing practices among students, with a majority recognizing and following the steps, while a significant percentage may benefit from interventions emphasizing the advantages of a systematic approach to writing.

The examination of students' self-reported frequency of writing outside the classroom in Fig. 7 reveals distinct patterns of engagement with written expression beyond academic requirements. A significant majority, (52.94 %) of respondents, demonstrate frequent involvement in extracurricular writing activities. This finding resonates strongly with established scholarly perspectives, such as those expressed by Ref. [16] which emphasize the various benefits of regular writing practice. It suggests that students recognize and actively pursue the advantages associated with maintaining writing habits outside formal assignments, enhancing their overall proficiency and appreciation for written communication.

Fig. 7.

Students' self-reported frequency of writing outside the classroom.

On the other hand, a notable (32.35 %) of respondents rarely engage in extracurricular writing activities, prompting a critical examination of potential factors that might discourage active participation in such endeavors. Additionally, (14.70 %) of respondents never write outside the classroom, highlighting the need for further investigation into issues like time constraints or the perceived relevance of extracurricular writing. Scholars such as [17] stress the vital role of educational environments in fostering a culture that promotes the seamless integration of writing into daily life. This approach not only enhances academic proficiency but also inspires a lasting appreciation for the importance of written expression in both personal and professional realms.

The analysis of students' preferred writing strategies in Fig. 8 reveals a diverse spectrum of approaches to the writing process. Among the surveyed participants, (13.08 %) expressed a preference for modeled writing, aligning with scholarly perspectives that advocate for providing clear examples and models to support effective learning [29]. Modeled writing serves as a valuable instructional tool, allowing students to observe and emulate writing techniques, thereby enhancing their understanding of how to navigate the writing process. In contrast, a significant proportion of students (18.38 %) reported using think-aloud strategies during their writing endeavors. This approach reflects students' awareness of the cognitive benefits of verbalizing their thoughts while writing [14]. A smaller yet notable percentage (6.32 %) favored guided writing as their primary strategy. This preference aligns with scholarly viewpoints emphasizing the effectiveness of guided support in scaffolding students' writing skills and providing targeted assistance [30]. It indicates that students’ value structured guidance in navigating the complexities of writing tasks.

Fig. 8.

Students' preferred writing strategies.

However, the majority of students (62.20 %) supported independent writing as their preferred strategy. This inclination aligns with the widely recognized belief that autonomy in writing fosters creativity, self-expression, and personal growth. Scholars underscore the importance of developing students' independent writing skills to empower them as self-directed learners capable of tackling diverse writing challenges with confidence. Thus, the analysis provides a comprehensive insight into the diverse writing strategies embraced by students, each offering unique merits. By incorporating strategies such as providing clear models, promoting metacognitive practices, offering guided support, and fostering independent writing skills, educators can effectively support comprehensive writing development among students.

4.2. Analysis of teachers’ interview

During interviews with seven EFL instructors (T1 to T7), significant challenges in English writing among students were underscored, closely corroborating findings from the questionnaire analysis. A major concern unanimously raised by instructors is the prevalence of grammatical errors, which signals a basic lack of grammar proficiency among students. This directly affects how clearly and coherently students can express themselves in writing. To tackle this issue effectively, instructors stress the importance of focused grammar instruction and regular practice sessions. These efforts are aimed at reinforcing grammar rules and improving students' overall written communication skills.

In addition to grammar, instructors also identified students' limited vocabulary as a significant barrier to effective writing. A restricted vocabulary impedes students' ability to express their ideas precisely and comprehensively. To help students expand their vocabulary, instructors recommend engaging them with a variety of reading materials and activities designed to build their word knowledge. These strategies are intended to enhance student's ability to choose appropriate words and phrases for different contexts. Furthermore, instructors underscored the importance of teaching effective organizational strategies in writing. Techniques such as outlining and developing paragraphs were highlighted as crucial tools for helping students structure their ideas logically and cohesively. Alongside organizational skills, instructors noted common challenges in punctuation and sentence structure. They advocate for explicit instruction tailored to these specific areas, coupled with ample practice opportunities, to strengthen students' understanding and application of punctuation rules and sentence construction principles.

Regarding assessment, instructors emphasized the use of comprehensive strategies like written assignments and essays to evaluate students' communication skills, adherence to language conventions, and logical argumentation. They also stressed the value of formative assessment tools such as peer review and feedback sessions. These activities not only provide students with constructive critiques of their writing but also foster collaboration, diverse perspectives, and self-reflection. In addressing the diverse proficiency levels among students, instructors advocate for differentiated instructional approaches. This involves scaffolding tasks to support students at different stages of language acquisition, ensuring that all students have access to meaningful learning opportunities. By implementing targeted instructional strategies, comprehensive assessment practices, and differentiated support, instructors aim to empower their students to become proficient and confident writers in English. These efforts are geared towards overcoming the multifaceted challenges observed in English writing skills and fostering continuous improvement among all students.

4.3. Content analysis of students' essays

In addition to the questionnaire, the researchers employed a test as an instrument for collecting data. Then, we examined several essays of students to determine the challenges that they face during writing. The primary objective was to closely assess the actual proficiency level of the students and identify prevalent mistakes in their compositions. To achieve this, a total of fifty (50) essays were collected and randomly chosen for thorough examination.

Upon conducting a careful analysis of fifty collected essays, a comprehensive overview of prevalent errors has emerged, shedding light on the challenges students commonly encounter in their writing. The identified categories and their corresponding frequencies and percentages in Table 2 reveal specific areas where students may benefit from targeted support. Spelling errors, constituting the most prevalent issue at 200(26.60 %), highlight the need for focused interventions, including spelling exercises and vocabulary enhancement, to bolster students' mastery of written language. Capitalization errors, accounting for 100(13.33 %), indicate challenges in adhering to proper capitalization rules, suggesting the efficacy of exercises emphasizing these conventions. Instances of unclear meaning, at 90(12 %), indicate a need for improved expression and clarity, signaling the value of writing workshops that focus on precision.

Table 2.

Prevalent writing challenges of the students.

No	Aspect	Frequency of errors	Percentage
1	Spelling	200	26.60 %
2	Capitalization	100	13.33 %
3	Tense	70	9.33 %
4	Word order	10	1.33
5	Preposition	20	2.66 %
6	Linking	10	1.33 %
7	Vocabulary/word choice	80	10.66 %
8	Unclear meaning	90	12 %
9	Word missing	50	6.67 %
10	Singular/plural	40	5.33 %
11	Punctuation	80	10.66 %
	Total	750	100 %

Source: Survey by the researchers

Vocabulary and word choice errors, totaling 80(10.66 %), emphasize the need to expand students' lexical range, advocating for activities that promote diverse vocabulary usage. Punctuation errors, totaling 80(10.66 %), indicate difficulties in consistently applying punctuation rules, emphasizing the potential impact of targeted lessons on enhancing overall coherence and readability. Tense-related errors, totaling 70(9.33 %), reveal difficulties in maintaining a consistent verb tense throughout the essays, emphasizing the potential benefits of additional instruction and practice in this area. The presence of missing words, at 50(6.67 %) highlights an area where students may benefit from reinforcement in proofreading and careful review of their writing. Singular/plural errors, constituting 40(5.33 %), reveal challenges in maintaining proper agreement, suggesting the efficacy of exercises emphasizing subject-verb agreement. Prepositional errors, at 20(2.66 %), emphasize challenges in selecting and using prepositions accurately, suggesting the potential effectiveness of dedicated lessons in this regard. Word order errors, while less frequent at 10(1.33 %), highlight issues in structuring sentences correctly, prompting consideration of exercises targeting sentence construction. Linking errors, comprising 10(1.33 %), point to difficulties in creating smooth transitions between ideas, underscoring the importance of strategies that enhance overall coherence. This comprehensive analysis equips teachers with valuable insights for instructional planning, enabling tailored interventions to address specific challenges and contribute to the holistic enhancement of students' writing skills.

5. Discussion

This study investigates identifying and analyzing common English writing challenges among regular undergraduate students, and also their motivation towards writing, self-perceptions of writing skills, encountered challenges, satisfaction with classroom writing time, adherence to writing stages, frequency of writing outside the classroom, and preferred writing strategies. The findings reveal a diverse background of English proficiency among students, with none categorized as having outstanding proficiency. This absence highlights a significant gap in achieving the highest level of language mastery within the sampled student. According to Ref. [18] outstanding proficiency typically requires extensive exposure to varied language contexts and authentic language use opportunities, aspects that may be limited in conventional educational settings.

In contrast, a substantial portion of students demonstrated good (17.64 %) and average (73.52 %) proficiency levels. Those categorized as good exhibit a tough command of English suitable for effective communication in both academic and everyday contexts, benefiting from both formal instruction and practical language use [19]. Conversely, students categorized as average show moderate proficiency, capable of handling routine communication and basic academic tasks, though they may require ongoing support to advance further [20]. A smaller percentage of students were categorized as having low (7.35 %) and very low (1.47 %) proficiency levels, facing significant challenges in mastering English language skills. These students require intensive remedial interventions and support, as emphasized by Refs. [21,22] who advocate for structured language interventions and scaffolded learning experiences to build foundational skills and enhance language proficiency.

Regarding students' motivation towards writing, a majority (88.23 %) expressed a positive inclination. This high percentage reflects a strong willingness among students to engage in writing, indicating a favorable attitude toward this academic skill. However, a notable minority (11.76 %) reported a lack of motivation, suggesting the presence of diverse motivational factors influencing students' engagement with writing tasks. Understanding these factors is crucial, as highlighted by Ref. [18] who argue that motivation significantly impacts students' academic engagement and success. The analysis of students' self-perceptions of writing proficiency revealed varied responses, with no students rating themselves as possessing outstanding proficiency. Instead, the majority categorized themselves as good (37.50 %) or low (38.23 %) in writing proficiency, indicating a broad spectrum of perceived skill levels. This diversity in self-assessment underscores the complexity of students' awareness and standards regarding their writing abilities, which [19] suggest are essential for effective skill development. Identified writing challenges encompassed grammar (29.41 %), vocabulary (36.76 %), punctuation (7.35 %), spelling (8.67 %), coherence (7.50 %), and organization (10.29 %). These findings underscore specific areas where targeted instructional interventions are crucial. Effective writing instruction should address these foundational skills to enhance clarity, coherence, and overall quality of written work, aligning with recommendations from Refs. [20,25].

Furthermore, dissatisfaction with classroom writing time was prevalent among students, with a significant majority (65.4 %) expressing discontent. This finding highlights potential inadequacies in the allocation of time for writing activities within the classroom setting, a critical component for skill development and fostering a supportive learning environment [26,28]. Adjusting scheduling practices to allow more dedicated writing time could potentially enhance student engagement and proficiency. Regarding adherence to writing stages, approximately 58.82 % of students affirmed their commitment to following structured writing processes, such as prewriting, drafting, revising, and editing. This adherence is associated with improved writing quality and critical thinking skills, as advocated by Ref. [14]. Conversely, (22 %) of students reported not following these stages consistently, suggesting potential challenges in time management and organizational skills that may impact the quality of their written work. The frequency of writing outside the classroom varied significantly among students, with (52.94 %) engaging frequently in extracurricular writing activities, 32.35 % rarely participating, and 14.70 % never engaging. These findings underscore the need to explore and address factors influencing students' involvement in extracurricular writing, aligning with recommendations by Ref. [17] on fostering a supportive educational environment that promotes writing as a lifelong skill.

Students' preferred writing strategies included modeled writing (13.08 %), think-aloud strategies (18.38 %), guided writing (6.32 %), and independent writing (62.20 %). Each strategy offers unique benefits, such as enhancing observational learning, promoting metacognition, providing structured support, and fostering autonomy in writing tasks, as highlighted by Refs. [14,29,30]. These findings have several implications for educational practice. Firstly, tailored interventions addressing specific writing challenges and proficiency levels are essential to support diverse student needs effectively. Secondly, understanding students' motivations and self-perceptions of writing proficiency can guide educators in providing targeted support and fostering a positive learning environment.

Additionally, revising classroom schedules to allow adequate writing time and promoting structured writing processes are crucial steps toward enhancing writing skills and overall academic success. Limitations of the study include the specific sample size and context, potential biases in self-reported data, and the cross-sectional nature of the study, which may limit the generalizability of findings over time. Based on these findings, recommendations include ongoing professional development for educators, curriculum enhancements to integrate more authentic writing opportunities, policy considerations for flexible scheduling, and further research through longitudinal studies to explore writing skill progression and effective instructional strategies. In conclusion, addressing the diverse linguistic abilities, writing challenges, and instructional preferences identified in this study requires a multifaceted approach. By integrating theoretical insights with practical strategies, educators can create a supportive learning environment that empowers students to develop and excel in their writing skills effectively.

6. Conclusion

Based on the analysis conducted in the above section and sub-sections, the following conclusions have been made by the researchers: The analysis of the students' questionnaire indicated that the students are interested in learning writing skills. It also became evident that a significant number of the students exhibited a strong motivation to improve their writing skills. In addition, the students have an average proficiency level in writing. However, the results of the analysis of the essays produced by the students depict that they have a low level of proficiency. In investigating the challenges students encounter in writing, the results highlight mostly faced difficulties. The students reported that the challenges that they encounter during writing are word choice (diction, grammar, and organizing ideas into an essay. This result implies that the students mainly face a problem of choosing appropriate vocabulary for the appropriate situation, lack of knowledge of the syntax of the language, and coherence and cohesion-related issues. The result of the interview also indicates that the students are challenged by the time allotted to complete writing tasks. It was found that the allotted time for the session of writing skills was not sufficient to practice writing. Additionally, the majority of students expressed adherence to the prescribed steps in writing composition. However, those who deviate from these steps attributed their non-compliance to time constraints. Furthermore, the questionnaire revealed that a considerable proportion of students engage in writing outside the classroom. Among these, a substantial majority of the students reported employing independent writing strategies. Furthermore, the analysis conducted on the students' compositions revealed that spelling emerged as the most prevalent factor followed by capitalization and unclear meaning. Finally, in interviews with EFL (English as a Foreign Language) instructors, several critical challenges in English writing among regular undergraduate students were identified. Foremost among these challenges is grammatical proficiency, which instructors universally cited as a primary concern. They emphasized that grammatical errors not only obscure students' written communication but also disrupt its coherence. To tackle this issue, instructors highlighted the importance of focused grammar instruction and regular practice sessions.

Based on these findings, we propose several recommendations to improve students' writing skills at the university level. First, it's essential to allocate adequate time for teaching and learning writing skills. Additionally, integrating a dedicated course focused on developing writing competence into the higher education curriculum is crucial, with input from curriculum designers and policymakers. Second, addressing the varying proficiency levels among students requires targeted interventions. These interventions could include short-term training sessions aimed at improving grammar, mechanics, vocabulary, coherence, and the overall writing process. Such initiatives could be administered by language improvement centers like the English Language Improvement Center (ELIC). Thirdly, beyond English language teachers, subject area instructors should also recognize their role in fostering students' writing skills. Collaboration between subject area teachers and language instructors can enhance comprehensive writing development. Lastly, students themselves should actively engage in writing activities both inside and outside the classroom to further enhance their writing proficiency. These recommendations aim to create a supportive environment and structured approach to improving students' writing abilities across university disciplines.

Ethical approval statement

Every study involving human participants must be evaluated by the Ethical Clearance Committee Board before proceeding. The current study was reviewed and approved by the Ethical Clearance Committee Board of Mizan Tepi University (Reference No (MTU/IRB/141/2024). Participants were also told they could leave the study whenever they wanted.

Consent for publication

Not applicable.

Funding

This research did not receive funding from public, commercial, or not-for-profit organizations.

Data availability statement

The data will be made available upon request from the corresponding author.

CRediT authorship contribution statement

Tamirat Taye: Writing – review & editing, Writing – original draft, Visualization, Validation, Supervision, Software, Resources, Project administration, Methodology, Investigation, Funding acquisition, Formal analysis, Data curation, Conceptualization. Melese Mengesha: Supervision.

Declaration of competing interest

The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:Tamirat Taye reports financial support was provided by Mizan-Tepi University. Tamirat Taye reports a relationship with Mizan-Tepi University that includes: employment. Tamirat Taye has patent licensed to Licensee. The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.