Investigating Challenges EFL Students Face When Producing Effective Descriptive Paragraph: Grade Nine Students of Woshikin Secondary School in Focus

Abstract

The main purpose of this study was to investigate challenges that students face in producing effective descriptive paragraph in grade nine at Woshikin Secondary School. Descriptive research design was employed to address the challenges under this investigation, and here mixed research method containing qualitative and quantitative methods were used to collect data involving three data gathering tools such as test analysis, questionnaire for students and teachers, and semi-structured interview for teachers. To conduct the study, ninety-six students were selected through random sampling technique, but five teachers were selected through comprehensive sampling technique. In order to achieve the study objectives, test analysis was employed to investigate the major challenges students face when writing paragraph, questionnaire was used for the purpose of triangulation that the information gained from students‟ test analysis and to address the second, the third and the fourth objectives. Semi- structured interview was employed to collect data about students‟ paragraph writing challenges, the areas that students‟ performance was observed poor in using the basic skills when writing paragraph and identify how teachers attempted to help in overcoming these challenges. All the data collected through the three instruments were analyzed qualitatively and quantitatively. Hence, the research identified the major challenges that students face in producing effective paragraph. The first major challenges were related to the essential features of effective paragraph writing such as unity, coherence and adequacy. The second major challenge was related to the three parts of paragraph writing such as topic sentence, supporting sentences and concluding sentence. The other most serious problems that students committed in paragraph writing were grammar, sentence structure, spelling, punctuation mark, capitalization and word choice identified in their paragraph writing. In addition, various factors, which were student related, that hindered promoting students‟ paragraph writing skills include lack of knowledge on how to write the paragraph, lack of regular practice, lack of confidence, carelessness and negative attitude towards writing in English. On the other hand, teacher related factors were lack of appropriate correction and feedback, and lack of motivation and teaching material related factors. Generally, paragraph writing could be improved through continuous practices when students are given opportunity to practice as individual class tasks and collaboratively in group. Moreover, paragraph writing lessons should be provided sufficiently and appropriately to promote the basic paragraph writing skills in English.