ALTRALANG Journal
Volume 8, Numéro 1, Pages 258-278
2026-06-05

Factors Affecting Third-year Efl Students' Writing Performance At The Department Of English, Batna2 University, Algeria



Authors : Ghodbane Nacira . Sahli Sahli .

Abstract

The majority of students encounter many writing difficulties that result in a significant dimness in producing correct written texts, such as paragraphs or essays. Many studies and research have supported that writing is a very important, but complex and difficult skill. The primary aim is to identify the main factors that hinder third-year English students at Batna 2 University from writing correctly and effectively. And to raise teachers' awareness about the obstacles affecting students’ writing performance. It seeks to answer "what is the secret behind students' poor writing performance?" Additionally, it clarifies "what are the main factors that hinder students from writing correctly?" To conduct this research, two preliminary questionnaires were administered to third-year teachers of linguistics, literature, didactics, ESP, and civilization, and to (100) third-year students to confirm the issue and identify the existence of the problem. Once the issue is established, a third, more focused questionnaire is administered to (15) third-year teachers of written expression. This questionnaire is built upon a set of questions grounded in theoretical justifications developed throughout the research. The results confirm the validity of the research questions and reveal a severe deficiency in students’ writing performance. According to the third questionnaire, this is attributed to both students and teachers. Some of the main causes include a lack of interest in writing, poor reading skills, the absence of appropriate methods and techniques for teaching writing, and the strong influence of the mother tongue on students' ability to write in English. Based on these findings, and to address this gap, a series of recommendations is proposed for teachers that may help improve students' writing performance and offer better ways to teach written expression in the future.

Keywords

Writing Skills ; Students’ Writing Performance ; Third-Year English Students ; Mother Tongue ; Writing Difficulties

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