INVESTIGATING THE PROBLEMS FACED BY THE

TEACHERS IN DEVELOPING ENGLISH WRITING

SKILLS
Hafiz Ahmad Bilal
1
, Abdur Rehman
2
, Noor ud Din
3
, Hammad Latif
4
, M Nadeem Anjum
5
1
Det of !n"li#h, $ni%er#it& of 'ar"odha, 'ar"odha
Det of !n"li#h, $ni%er#it& of Lahore, 'ar"odha (amu#
)A*+',AN
ahmadbilal-uo#."mail-/om
1
, e#0a&#t."mail-/om
2
, noor-zan"i1."mail-/om
3
,
malahammad."mail-/om
4
, nadeem-anjum12."mail-/om
5
ABSTRACT
,ea/hin" !n"li#h 2ritin" #0ill# in%ol%e# de%eloin" lin"ui#ti/ and /ommuni/ati%e /ometen/e
of the learner 2hi/h i# 3uite a /hallen"in" ta#0- Man& fa/tor# hinder the ro/e## of tea/hin" and
learnin" the#e #0ill#- Mo#t of the #tudent# of ubli/ #e/tor in#titute# do not erform 2ell in
!n"li#h 2ritin" ta#0# and ultimatel& fa/e a%era"e or oor re#ult# in a/ademi/#- ,he uro#e of
thi# #tud& i# to hi"hli"ht the roblem# 2hi/h hinder the tea/her# in de%eloin" !n"li#h 2ritin"
#0ill#- 4o%ernment #e/tor in#titute# of di#tri/t 'ar"odha are the fo/u# of thi# #tud&- ,he#e
in#titute# /ontain #tudent# from both rural and urban area#- ,he )oulation of thi# #tud&
/omri#e# 5 !n"li#h lan"ua"e tea/her#- ,he data ha# been /olle/ted throu"h the tool of
#tru/tured inter%ie2#- ,he /olle/ted data ha# been anal&zed de#/riti%el&- ,hi# #tud& i# not onl&
to oint out the roblemati/ fa/tor# but al#o #u""e#t #ome remedial mea#ure# to imro%e the
#ituation- ,he re#ear/h findin"# and #u""e#tion# 2ould fa/ilitate the tea/her# and the /on/ernin"
authoritie# to imro%e the !L, #ituation in ubli/ #e/tor in#titute#-
Key words: 2ritin" #0ill#, tea/her#6 roblem#, "o%ernment in#titute#, remedial mea#ure#
1 INTROD!CTION
De%eloin" !n"li#h 2ritin" #0ill# ha# been /on#idered a diffi/ult ta#0, e#e/iall& in ubli/ #e/tor
in#titute# of )a0i#tan, 2here the #tudent# /ome from rural a# 2ell a# urban area#- ,hi#
in%e#ti"ation i# an attemt to find out the major roblem# of !'L tea/her# in de%eloin" !n"li#h
2ritin" #0ill#- Moreo%er, thi# #tud& 2ill hel the /on/ernin" authoritie# to fa/ilitate the ro/e##
of de%eloin" !n"li#h 2ritin" #0ill# from both the tea/her# and the learner# er#e/ti%e-
11 Rese"r#$ %&es'(o)s
7ollo2in" re#ear/h 3ue#tion# 2ill be arti/ularl& addre##ed-
i- 8hat roblem# do the tea/her# fa/e about the learner# in de%eloin" lin"ui#ti/ and
/ommuni/ati%e /ometen/e9
ii- 8hat major roblem# do the tea/her# fa/e about the h&#i/al /onte:t of !L, /la##9
iii- 8hat i# the major fo/u# of the #tudent# and the tea/her# durin" !L, /la##9
1* O+,e#'(-es o. '$e S'&dy
,he main obje/ti%e# of thi# #tud& are a# follo2#;
i- ,o hi"hli"ht the "ro2th area# of the learner# due to 2hi/h the& la" behind in !n"li#h
2ritin" ta#0#-
ii- ,o de#/ribe the effe/t# of a/ademi/ ba/0"round on the learnin" of !n"li#h 8ritin" #0ill#-
iii- ,o in%e#ti"ate the i##ue# related to /la##room en%ironment, 2hi/h affe/t the ro/e## of
tea/hin" !n"li#h 2ritin" #0ill#
i%- ,o hi"hli"ht the eda"o"i/al d&nami/# of an !L, /la##room
%- ,o #u""e#t remedial mea#ure# to imro%e the lin"ui#ti/ and /ommuni/ati%e /ometen/e
of the learner#
1/ S(0)(.(#")#e
'tudent# 2ith oor !n"li#h 2ritin" #0ill# ma& la" behind in their a/ademi/ and rofe##ional
/areer- ,hi# #tud& i# a #te to oint out the hinderin" element#, 2hi/h affe/t the tea/hin" and the
learnin" ro/e## of !n"li#h 2ritin" #0ill#- ,he rime fo/u# of thi# #tud& i# to hi"hli"ht the major
roblemati/ area# re"ardin" /onte:t and the learner# due to 2hi/h the tea/her# feel
in/on%enien/e in de%eloin" !n"li#h 2ritin" #0ill#- Hoefull&, the findin"# of thi# re#ear/h 2ill
be helful to the admini#trati%e authoritie# to enhan/e the !L, /ondition# of ubli/ in#titute#-
* LITERAT!RE REVIEW
'in/e 15<=#, a "reat deal of theoreti/al 2or0# ha%e been done on the nature of L2 2ritin" and
learnin"- A//ordin" to (ummin" >2==3?, it i# almo#t imo##ible to al& an& #e/ifi/ theor& to
tea/hin" 2ritin" #0ill#- 'traub >2===? i# of the %ie2 that the 2ritin" #0ill# /annot be tau"ht but
onl& learned >a# /ited in H&land, 2==3?-
*1 Or(0()"'(o) o. '$e Ar' o. Wr('()0
,he a/tual manife#tation of an& lan"ua"e i# onl& b& mean# of 2ritin"- @ur re#ent Aalhabeti/
2ritin"6 emer"ed in about 3=== &ear# a"o b& the 4ree0# 2ho al#o u#ed the A%o2el6 and
A/on#onant6 #ound#- Later, thi# alhabeti/ 2ritin" 2a# ta0en b& the 8e#tern !uroe 1)ar0er,
Rile& 1551 and Bule 2=1=?
** De-e2o34e)'"2 S'"0es o. '$e E)02(s$ Wr('()0 S5(22s
Cone#, M/4inle&, 'iddi3ui D 8a#eem >2==E? illu#trate the three de%elomental #ta"e# of the
2ritin" #0ill#- ,he#e in/lude #imle Aortho"rah&6, Aortho"rah& to 2rite6 and Ara/ti/e
"rammati/al #tru/ture#6 and the final #ta"e deal# 2ith the u#e of ortho"rah& a# a mean# of
/ommuni/ation-
*/ Wr('()0 S5(22s () P"5(s'")( A#"de4("
Re#ear/her# li0e Bereiter and '/ardamalia >15<1? and 'il%a, Le0i, and (ar#o >1551? ut for2ard
that the !'L 2ritin" #0ill# in A#ian /ountrie# are ba#ed on rodu/tion of the /ontent learned b&
rote- ,he& term thi# #ort of L2 2ritin" #0ill# a# A0no2led"e tellin"6- ,hi# mere A0no2led"e
tellin"6 #ta"e i# ultimatel& tran#formed into mature 2ritin", 2hi/h the& term a# A0no2led"e
tran#formin"6 >a# /ited in H&land, 2==3?
+n hi# re#ear/h findin"#, +mran >2=11? hi"hli"ht# that mo#t of the !'L learner# do not feel at ea#e
2hen the& "o throu"h the different ha#e# of de%eloment of !n"li#h 2ritin" #0ill# e#e/iall&
2hen the& 2or0 2ith "rammati/al #tru/ture#, #ellin"#, un/tuation and le:i/al item#- +t 2a# due
to the Atraditional aroa/h6 of tea/hin" and learnin" that the#e learner# /ommit a lot of mi#ta0e#
and error# in their 2ritten 2or0#-
Ahmed >2==1? ha# identified that #hort timin" of !n"li#h eriod and the o%er/ro2ded /la##room#
affe/t the effi/a/& of tea/hin" and learnin" of !n"li#h 2ritin" #0ill#- Moreo%er, the learner# are
al#o ro%ided 2ith read&made helin" material to 3ualif& their e:am# and e%en #ometime#, mo#t
of the tea/her# them#el%e# do the 2ritin" e:er/i#e# on bla/0F2hite board#-
*6 M",or Iss&es I)-o2-ed () Wr('()0 S5(22s
2.4.1 Conventional Issues
Harmer >2==1 D 2==1? de#/ribe# /on%entional i##ue# related to !n"li#h 2ritin" #0ill#- ,he#e
i##ue# are related to the u#e of le:i/al item#, un/tuation, te:t format, #ellin"# and #&nta:- A lot
of ra/ti/e /an enable the learner# o%er/ome the#e i##ue#-
2.4.2 Primary Issues
Brou"hton, Brumfit, 7la%ell, Hill and )in/a# >2==3? oint out the follo2in" four 0ind# of
roblem# related to de%eloin" !n"li#h 2ritin" #0ill#- ,he#e in/lude; G>i? Me/hani/al roblem#
2ith the #/rit of !n"li#hH >ii? )roblem# of a//ura/& of !n"li#h "rammar and le:i#H >iii? )roblem#
relatin" the #t&le of 2ritin" to the demand# of a arti/ular #ituationH >i%? )roblem# of de%eloin"
ea#e and /omfort in e:re##in" 2hat need# to be #aid-I >- 11E?- ,he#e roblemati/ area# /an be
o%er/ome throu"h effe/ti%e lannin" and "uided 2ritin"-
2.4.3 Issues at Intermediate Level
'tudent# at ad%an/ed le%el or intermediate le%el feel diffi/ultie# in de%eloin" /oherent #enten/e#
and 0nittin" them in a lar"er te:t- At thi# #ta"e, #tudent# al#o fa/e roblem# in de%eloin" formal
or informal ie/e of 2ritin"- 8ritin" #0ill# al#o a//oman& man& other #0ill# 2hi/h fa/ilitate the
learner# to /on#tru/t their 2ritin" >(lement#on, 2==5?-
*7 F"#'ors I)-o2-ed () De-e2o3()0 Wr('()0 S5(22s
2.5.1 Influence of L1 on L2 Learning
'il%a >1553? #u""e#t# that #e/ond lan"ua"e i# u#uall& different from the fir#t lan"ua"e
A#trate"i/all&, rhetori/all& and lin"ui#ti/all&6 >-EE5?- 'he oint# out that the 2ritten a##i"nment#
of the L2 learner# are #&nta/ti/all& and #emanti/all& loo#e- $#uall& ara"rah# la/0 /oheren/e
and all thi# i# due to the differen/e of L2 from L1- A//ordin" to H&land >2==3?, thi# differen/e
al#o affe/t# the thin0in" fa/ult& of the learner#-
2.5.2 Effects of Multicultural, Multilingual and Psycological !actors
Anee# and Raazia >2==1? oint out #ome #o/ial and #&/holo"i/al fa/tor# 2hi/h affe/t L2
2ritin" #0ill#- 'o/ial fa/tor# in/lude #o/ial #tatu#, famil& ba/0"round et/ and #&/holo"i/al
fa/tor# in/lude moti%ational le%el, a"e et/- Lantolf >1555? mention# effe/t# of multi/ultural and
multilin"ual ba/0"round on the learner#6 2ritin" #0ill#- La%e and 8en"er >1551? al#o emha#ize
that the entire tea/hin" ro/e## mu#t be /omatible 2ith #o/ial #et u and /ultural ba/0"round,
2hi/h the& termed a# A#ituated /o"nition6 >a# /ited in H&land, 2==3?-
Han#on >2==5? de#/ribe# that tea/hin" be/ome# more rodu/ti%e if the learner# are ro%ided
#tre## free en%ironment- Dr- Robert '&l2e#ter >1555? #uortin" the i##ue al#o #a&# that mind
2or0# at it# be#t 2hen the en%ironment i# #e/ure, and di#/ilined >a# /ited in Han#on, 2==5?-
2.5.3 Effects of "rammar #eacing on Englis $riting %&ills
(lar0 >2==3? oine# that learner# mu#t be tau"ht 2ritin" ro/e##- ,hi# enable# the learner# to
2rite in an& #ituation- A//ordin" the traditional aroa/h, tea/hin" "rammar la&# i%otal role in
the ro/e## of 2ritin" #0ill# but the late#t re#ear/he# ha%e ro%ed that the "rammar tea/hin" ha#
no #i"nifi/ant influen/e in the de%eloment of the#e #0ill#-
Braddo/0 D Llo&dJCone#, and '/hoer >15E3? #ummarize their findin"# of man& &ear# lon"
re#ear/h a# GK-the tea/hin" of formal LtraditionalM "rammar ha# a ne"li"ible or, be/au#e it
u#uall& di#la/e# #ome in#tru/tion and ra/ti/e in a/tual /omo#ition, e%en a harmful effe/t on
the imro%ement of 2ritin"-I >- 31J3<, a# /ited in (lar0, 2==3?
Man& re#ear/her# li0e Bateman and Nidoni# >155E?, Barham, Lamb and 8&llie >151E? ha%e
2or0ed on the influen/e of "rammar tea/hin" on !n"li#h 2ritin" #0ill- ,he& all /on/lude that the
/la##e# 2here !n"li#h "rammar i# tau"ht, #tudent# lo#e their intere#t and the& ta0e !n"li#h
2ritin" #0ill# a# a %er& hard ta#0 and #u/h /la##e# be/ome Aborin", u#ele## and reetiti%e6-
Hillo/0# >15<E? #u""e#t# that u#a"e and Ame/hani/#6 of the 2ritin" #0ill# mu#t be /arefull&
handled 2ith aroriate lannin" >a# /ited in (lar0, 2==3?-
/ PROCED!RE
+n order to dia"no#e the roblem# in de%eloin" !n"li#h 2ritin" #0ill#, an oen ended
3ue#tionnaire 2ill be filled in b& the !'L tea/her#- Later the /olle/ted data 2ill be anal&zed
de#/riti%el& and "rahi/all& 2here%er it i# o##ible-
/1 Po3&2"'(o)
,he oulation of thi# #tud& 2ould /omri#e the !'L tea/her# of different ubli/ #e/tor in#titute#
of di#tri/t 'ar"odha-
/* S"432e
,he #amle of thi# #tud& 2a# /on#i#ted of 5 !'L tea/her# of ubli/ #e/tor in#titute#- ,hree
tea/her# 2ere #ele/ted from one in#titute and t2o tea/her# 2ere #ele/ted from ea/h in#titute
#ituated in the %i/init& of 'ar"odha-
3.2.1 Codes of te Po'ulation
+n order to maintain the anon&mit&, the tea/her# 2ould be a##i"ned the follo2in" /ode#;
Te"#$ers8 Codes:
, J =1 , J =2 , J =3
, J =4 , J = 5 , J =E
, J =1 , J = < , J =5
3.2.2 (ata Collection and )nalysis
,he data 2a# /olle/ted from the #ele/ted oulation throu"h #tru/tured inter%ie2#- After the data
2a# /olle/ted, it 2a# anal&zed de#/riti%el&- Oue#tionJ2i#e data anal&#i# i# "i%en here under;
O-1- O-1- 8hat fa/tor# ma& di#turb &ou 2hile tea/hin" !n"li#h 2ritin" #0ill#9
+n re#on#e to 3ue#tion No-1, it ha# been ob#er%ed that EE-EEP of the oulation fa/e#
roblem# related to the #tudent#6 la/0 of lin"ui#ti/ /ometen/e li0e oor !n"li#h "rammar,
2ea0 #enten/e #tru/ture et/- 33P of the oulation fa/e# roblem# related to o%er/ro2ded
/la##room# and #uffo/ated en%ironment- Amon" them 2ere 11P are tho#e 2ho fa/e roblem#
related to #&llabu# /o%era"e and noi#& /onte:t of the /la##room-
O-2- Do &ou ha%e full a//e## to the e3uiment#F de%i/e# 2hi/h are helful in !L, /la##9 +f
&e#, then lea#e elaborate 2hat #ort of de%i/e# &ou u#e-
+n re#on#e to thi# 3ue#tion, it ha# been found that onl& 2hite board# and boo0# are a%ailable-
No other AQ aid# are there to fa/ilitate the tea/hin" learnin" ro/e##-
O-3- 8hat i# the #tren"th of #tudent# in &our !n"li#h /la##9 Ho2 do &ou en"a"e them in
lan"ua"e learnin" a/ti%itie#9
'tren"th of the /la## %arie#- 44P of the oulation ha# about <= #tudent# #tren"th, 33P ha#
#tudent# #tren"th about 1=, and 22 P ha# #tudent# #tren"th ran"in" from 5= to E=- Almo#t all
the tea/her# en"a"e their /la##e# throu"h di#/u##ion and te:t readin"-
O-4- 8hat are the major "ro2th area# >2ea0 area#? of &our #tudent# /on/ernin" !n"li#h
2ritin" #0ill#9
Almo#t the entire oulation a"reed that the #tudent# ha%e oor ba/0"round 0no2led"e of
"rammar- 'ellin" mi#ta0e# and la/0 of /reati%it& are al#o the ba#i/ "ro2th area# of all the
#tudent#-
O-5- 8hat tea/hin" methodolo"& do &ou u#uall& adot for de%eloin" !n"li#h 2ritin" #0ill#9
@nl& 22P u#e both 4,M and 11P u#e both 4,M >4rammar ,ran#lation Method? and DM
>Dire/t Method?- ,he re#t of the oulation u#e te/hni3ue# li0e brain#tormin", 2ritin"
ra/ti/e and ta0e te#t off and on-
O-E- ,o 2hat e:tent are &ou #ati#fied 2ith &our tea/hin" methodolo"&9
All the member# of the oulation are #ati#fied 2ith their method# and te/hni3ue# 2hi/h are
u#uall& emlo&ed 2ith in the limited re#our/e#-
O-1- Ho2 mu/h time do &ou allo/ate for de%eloin" !n"li#h 2ritin" '0ill# in ea/h eriod9
+t ha# been ob#er%ed that 44P of the oulation "i%e# 25 R 3= minute# for 2ritin" ra/ti/e on
dail& ba#i# 2here a# 33P #end 15J25 minute# onl&- @nl& 11P "i%e 4= minute# dail& and
11P "i%e not time for 2ritin" ra/ti/e at all-
O-<- Do &ou thin0 that the #tudent# /ome 2ith #uffi/ient 0no2led"e about !n"li#h lan"ua"e
from their re%iou# /la##e#9
,he entire oulation i# of the %ie2 that the #tudent# at intermediate le%el don6t /ome 2ith
"ood 0no2led"e of !n"li#h lan"ua"e #0ill#- @nl& a #mall number of #tudent# ha%e #ome
ba#i/ 0no2led"e-
O-5- +n /a#e of the #tudent# 2ith oor !n"li#h 2ritin" #0ill#, ho2 do &ou mana"e to de%elo
their 2ritin" /ometen/e9
55P oulation i# of the %ie2 that a lot of "uided and free 2ritin" ra/ti/e /an enhan/e the
2ritin" #0ill# of the learner#- 22 P belie%e that b& de%eloin" their ba#e of !n"li#h "rammar
their 2ritin" #0ill# /an be enhan/ed- 22 P belie%e that b& "i%in" e:tra time and reeatin"
te#t#, the 2ritin" #0ill# of the #tudent# /an be imro%ed-
O-1=- 'u""e#t #ome mea#ure# to imro%e !n"li#h 2ritin" #0ill# of the #tudent of the ubli/
#e/tor in#titute#-
,he follo2in" #u""e#tion# ha%e been ut for2ard;
i- AFQ aid# mu#t be ro%idedH
ii- /la## #tren"th #hould be /ontrolled, ma& not e:/eed 3= #tudent# in ea/h /la##H
iii- a #earate eriod for 2ritin" mu#t be introdu/ed or at lea#t 15J2= minute# mu#t be "i%en
for 2ritin" #0ill#H
i%- noi#e and #tre## free /la##room en%ironment mu#t be maintained-
6 RESEARCH FINDINGS
De%eloin" 2ritin" #0ill# i# a #lo2 and "radual ro/e##- A lot man& fa/tor# in%ol%e 2hi/h
di#turb the tea/hin" and learnin" ro/e## of !n"li#h 2ritin" #0ill#- Here under are the re#ear/h
findin"# hi"hli"hted b& the #ele/ted oulation of the !'L tea/her#;
i- At intermediate le%el, mo#t of the #tudent# ha%e oor !n"li#h lan"ua"e ba/0"round-
ii- )roer AFQ aid# are not a%ailable to the tea/her#-
iii- (la##e# are o%er/ro2ded-
i%- ,ea/her# u#uall& follo2 the traditional aroa/he# for tea/hin" uro#e and the& are
#ati#fied 2ith their tea/hin" aroa/h-
%- ,ea/her# /annot "i%e roer time for 2ritin" ra/ti/e durin" /la## be/au#e of len"th&
#&llabu# and o%er/ro2ded /la##room#-
61 S&00es'(o)s
i- !n"li#h 2ritin" #0ill# mu#t be roerl& tau"ht at rimar&, middle and hi"h le%el-
ii- '&llabu# mu#t be de#i"ned to romote 2ritin" /ometen/e of the learner#-
iii- ,ea/her# mu#t be roerl& trained-
i%- At /olle"e le%el, #ome e:tra /la##e# ma& be arran"ed to ma0e u defi/it lin"ui#ti/ area#-
!mha#i# mu#t be laid on #enten/e #tru/ture, "rammar and #ellin"#-
%- 'tudent# mu#t be moti%ated to ta0e intere#t in de%eloin" 2ritin" /ometen/e-
%i- (la##room #tren"th mu#t be minimized-
REFERENCES
Ahmed, *- >2==1?- De%eloin" 8ritin" '0ill# to 'e/ondar& Le%el 'tudent# of 7azaia (olle"e-
Allama +3bal @en $ni%er#it&- +#alambad-
Allen, M- >2==4?- 'mart ,hin0in"; '0ill# 7or (riti/al $nder#tandin" And 8ritin"- >2
nd
ed-?-
'in"aore- @:ford $ni%er#it& )re##-
Bad"er, R-, D 8hite, 4- >2===?- A ro/e## "enre aroa/h to tea/hin" 2ritin"- ELT Journal,
54>2?, 153 J 1E=- @:ford $ni%er#it& )re##-
Brou"hton, 4-, Brumfit, (-, Hill, )-, )in/a#, A- >2==3?- 8ritin"- +n ,ea/hin" !n"li#h a# a
7orei"n Lan"ua"e- >2
nd
ed-? > 11EJ133?- $ni%er#it& of London +n#titute of !du/ation,
Routled"e-
Bano, A-, D 8a#eem, R- >2==1?- Blo/0 A; )#&/holin"ui#ti/# And Lan"ua"e ,ea/hin"
Methodolo"&H Blo/0 B; 'o/iolin"ui#ti/#; (ode 551- +#lamabad- A+@$-
(lar0, L-+- >2==3?- 4rammar and $#a"e- +n 8illiam D-C- >!d-?, (on/et# in (omo#itionJ ,heor&
and )ra/ti/e in the ,ea/hin" of 8ritin" > 313 R 331?- Ne2 Cer#e& London; La2ren/e
!rlbaum A##o/iate#, )ubli#her#-
Da%id, B- >2==5?- +mortan/e of "ood 2ritin" #0ill# for /olle"e #tudent#- Retrie%ed Cune 21,
2=13, from htt;FF222-hi"hered#a/e-/omFinde:-hFblo"Fblo"detailFbidF51
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