Abstract:
This study is an assessment of challenges of teaching writing skills in EFL classrooms. It was
conducted to assess the challenges that teachers face during teaching writing skills in EFL
classrooms. It also aimed to identify the most serious challenges faced by teachers during
teaching writing skills. The study was carried out in Sodo and Areka preparatory schools.
All 28 English teachers who teach in preparatory level were included. In order to obtain
relevant and sufficient information, the researcher used questionnaire and interview as
instruments. Among the teachers, five teachers were used randomly for interview process. All
the instruments were piloted before the actual data collection process on non-sample
subjects. The data collected were analyzed quantitatively and qualitatively. The findings of
the study revealed that teachers face a lot of challenges during teaching writing skills. These
challenges are teacher related challenges, student related challenges, textbook related
challenges, class room related challenges, L1 related challenges, and instructional material
related challenges. In addition, parents related challenges, and lengthy or difficult nature of
the writing skill itself are briefly the challenges faced by teachers. The most serious
challenges such as students’ poor writing skill background, insufficient knowledge of
vocabulary, grammar and mechanics are faced by teachers. Similarly, large class size,
influence of L1, lack of supportive instructional materials, lack of adequate time to practice
writing skill, and lack of motivation and encouragement are the other most serious
challenges faced by teachers during teaching writing skills. Based on the results and
discussions of the study, important conclusions were drawn and some useful
recommendations were forwarded.
