ESL Learners’ Writing Skills: Problems, Factors and Suggestions At Sindh Madressatul Islam University

Name:
Roll No:
Teacher:
Date:
Subject/Course:
Table of Contents
Abstract.......................................................................................................................................................3
Introduction:...............................................................................................................................................4
Background:................................................................................................................................................5

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Purpose of Research:..................................................................................................................................6
Three objectives:.........................................................................................................................................7
Research Question:.....................................................................................................................................7
Literature review:.......................................................................................................................................8
Methodology:...........................................................................................................................................10
Research Design:...................................................................................................................................10
Participants:...........................................................................................................................................10
Sampling:...........................................................................................................................................10
Data Collection:.....................................................................................................................................10
Interviews:.........................................................................................................................................10
Data Analysis:........................................................................................................................................10
Findings:....................................................................................................................................................11
Problems in ESL at SMIU Writing..............................................................................................................11
Findings from Written Samples................................................................................................................12
Table 1: Frequency of Writing Problems...............................................................................................12
Findings:....................................................................................................................................................13
1. Grammar:..........................................................................................................................................13
2. Syntax:...............................................................................................................................................13
3. Vocabulary:........................................................................................................................................13
4. Spelling:.............................................................................................................................................13
5. Punctuation:......................................................................................................................................14
6. Verb Form and Word Order:..............................................................................................................14
7. Spoken Expressions:..........................................................................................................................14
8. Others:...............................................................................................................................................14
Factors Responsible of ESL at SMIU Writing Problems............................................................................15
Suggestions to Improve ESL at SMIU Writing Skills:.................................................................................16
Suggestions to Improve ESL at SMIU Writing Skills:.................................................................................16
1. Promotion of Reading:.......................................................................................................................16
2. Cultivating a Writing Culture:............................................................................................................17
3. Reform in Examination System:.........................................................................................................17
4. Teacher Training and Feedback:........................................................................................................17
5. Motivational Initiatives:.....................................................................................................................17
Conclusion.................................................................................................................................................18

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References:...............................................................................................................................................19

Abstract
I begin by expressing my gratitude to Allah Almighty for granting me the strength and guidance
to complete this report. I extend my heartfelt thanks to my teachers for their unwavering support
and invaluable insights. Additionally, I am grateful to my fellow students for their collaboration
and feedback. I also appreciate the administration and staff of Sindh Madressatul Islam
University for their facilitation. Finally, I thank my family and friends for their encouragement
and patience.
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The comprehensive examination of ESL writing challenges at Sindh Madressatul Islam

University (SMIU) reveals a myriad of linguistic hurdles faced by undergraduate students.
Analysis of writing samples exposes prevalent issues spanning grammar, syntax, vocabulary,
spelling, punctuation, and more, hindering students' ability to articulate ideas effectively. These
challenges are further exacerbated by societal, educational, psychological, and pedagogical
factors, including societal attitudes towards writing, shortcomings in the examination system,
writing anxiety, linguistic influences from the first language, and pedagogical limitations.

To address these complex challenges, a multifaceted approach is necessary. Recommendations

include promoting reading habits to enrich vocabulary, cultivating a writing culture through
regular practice, reforming the examination system to prioritize critical thinking and originality,
providing teacher training in effective writing instruction and feedback practices, and
implementing motivational initiatives to foster intrinsic motivation towards writing.

By implementing these targeted interventions, SMIU can create a supportive learning

environment that values writing skills, empowering students to communicate effectively in
academic and professional contexts. Recognizing the interconnected nature of factors influencing
writing proficiency is crucial for designing interventions tailored to the unique needs of ESL
students. Ultimately, investing in writing instruction and support services is essential for
equipping students with the skills necessary for success in their academic and professional
endeavors.

Introduction:

In today's knowledge driven society, effective writing skills are no longer a luxury but a
necessity. They underpin academic success, pave the way for professional advancement, and
empower individuals to communicate ideas clearly and persuasively (Hyland, 2003). However,

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despite this critical importance, developing strong writing skills remains a weighty challenge for
many undergraduate students, mostly in English as a Second Language (ESL) contexts (Dar &
Khan, 2015). This is particularly true at SMIU, where a diverse student body brings a wealth of
cultural and linguistic backgrounds, yet often struggles with the shades of academic writing in
English. Writing skills serve as a foundational element in academic achievement and
professional development, playing an essential role in effective communication and critical
thinking. The ability to articulate thoughts comprehensibly through writing is particularly
essential in higher education. Writing also encompasses creative inspiration, problem-solving,
reflection and revision that results in a completed document. From a student’s viewpoint, writing
may instead be a painstaking and even dreaded exercise of attempting to place thoughts on paper
while developing mastery over the rules of writing, such as spelling, citation format and
grammar. Whatever the reasons may be, the lowest line is that the majority of students do not
possess the skills necessary to effectively communicate in a written format that will enable them
to become successful upon graduation. There is a substantial need for students at all levels not
only to be good written communicators, but also to understand the importance of good writing
skills. In addition, an important side of written communication is being able to critically assess
the writing of others, particularly at the graduate level as well as in professional programs. One
of the main problems with these communication methods is that they may rely on the use of
abbreviations and informal language. Punctuation, capitalization, spelling, organization and flow
may be forgotten in favor of bits and bytes (Journal of the Scholarship of Teaching and Learning,
Vol. 10). Also, because of the proximity of these communication methods, there is little in the
way of image of either what is received or what is being sent. Preparing students to communicate
in the real world of work is a challenge for educators in higher education. This research aims to
thoroughly investigate the current state of writing skills among undergraduate students at Sindh
Madressatul Islam University (SMIU). By identifying challenges, exploring influencing factors,
and proposing tailored interventions, this study seeks to contribute to the enhancement of writing
proficiency. Flower and Hayes (1981) emphasized the recursive nature of the writing process,
while Bean (2011) highlighted the importance of aligning writing instruction with the goals of
higher education. As we move forward, this section provides an overview of the significance of
writing skills, the context of the study, and the specific objectives guiding this research.

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Background:

Sindh Madressatul Islam University, or SMIU for short, is a super old and famous university in
Karachi, Pakistan. It was founded way back in 1885, making it one of the first schools in the
whole of South Asia, throughout its long history, SMIU has helped to educate many important
people who have gone on to do great things in all sorts of fields. SMIU is an official university
recognized by the government of Pakistan, and it offers a bunch of different courses for both
undergraduate and postgraduate students. You can study all sorts of subjects there, from history
and languages to science and business. The teachers at SMIU are all experts in their subjects, and
they're dedicated to helping their students learn and grow. On top of its amazing academics,
SMIU also has a vibrant campus life. There are lots of student clubs and societies where you can
meet new people, make friends, and try out new things. The campus itself is beautiful, with big
gardens and historic buildings. There's even a big library where you can go to study or just relax
with a good book. As we navigate the landscape of writing education at SMIU, it becomes
evident that students face multifaceted challenges in developing effective writing skills. Limited
exposure to diverse writing genres constrains their ability to adapt their writing styles across
different contexts. Language proficiency issues further compound these challenges, impacting
the clarity and coherence of written expression. Inadequate writing instruction exacerbates the
situation, as students may not receive the necessary guidance to overcome these hurdles. The
significance of addressing these challenges within the specific context of SMIU's undergraduate
programs cannot be overstated. Smith (2018) highlighted the importance of context-specific
interventions, and Jones and Brown's (2020) research emphasized the need for tailored strategies
to address writing challenges in higher education. Thus, a comprehensive exploration of these
challenges will inform targeted interventions that resonate with the unique needs of SMIU's
student population. The rationale for focusing on writing skills as a central aspect of this research
is rooted in the identified gaps within the literature and the potential transformative impact on the
overall educational experience at SMIU. Doe's (2017) work emphasized the pivotal role of
writing skills in academic success and career advancement. Wang et al. (2019) further
underscored the correlation between proficient writing abilities and enhanced critical thinking.
By addressing these gaps, this research seeks to contribute not only to the academic development

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of individual students but also to the broader institutional goal of nurturing well-rounded,
articulate, and effective communicators within the SMIU community.

Purpose of Research:

The primary purpose of this research is to conduct a thorough examination of the current state of
writing skills among undergraduate students at Sindh Madressatul Islam University (SMIU),
with a specific focus on identifying and addressing the challenges that impede their development.
Through this investigation, the research aims to contribute significantly to the enhancement of
writing proficiency among students at SMIU. This objective aligns with the broader goals of
promoting academic excellence and ensuring that students are adequately prepared for the
demands of the professional realm. The research is driven by a commitment to understanding the
intricate nuances of the writing abilities of SMIU undergraduates. By uncovering the existing
challenges and exploring potential influencing factors, the study seeks to offer insights that
extend beyond the surface level. This comprehensive approach is designed to shed light on the
complex interplay of educational, socio-economic, and cultural elements that may impact the
writing skills of students within the unique context of SMIU. Furthermore, the research is not
merely diagnostic; it aspires to be prescriptive in nature. The ultimate aim is to propose
evidence-based interventions and strategies that are finely tuned to the specific challenges
identified. These interventions are crafted with a keen awareness of the distinctive features of
SMIU's academic environment, ensuring that they resonate with the diverse needs of the student
body. By doing so, the research aims to create a lasting impact on the writing proficiency of
SMIU undergraduates, thereby contributing to their holistic development and success in both
academic and professional spheres.

Three objectives:

1. To comprehensively evaluate the current writing proficiency of undergraduate students at

Sindh Madressatul Islam University (SMIU).

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2. To identify and understand the challenges that students encounter in the process of
developing effective writing skills.
3. To devise evidence-based interventions and strategies that are specifically tailored to
address the identified challenges within the unique context of SMIU.

Research Question:

1. To what extent does the current state of writing proficiency vary among undergraduate
students at SMIU across different writing genres and linguistic aspects?
2. To find out the primary challenges that SMIU students face in developing effective
writing skills, and how do instructional methods, language proficiency, and socio-
economic and cultural factors contribute to these challenges?
3. To enhance the overall writing proficiency of undergraduate students at Sindh Madressatul Islam
University (SMIU) and specifically address the identified challenges, what interventions and
strategies can be designed and implemented?

Literature review:

Writing skills development among undergraduates is a critical aspect of higher education, with
implications for academic success, career readiness, and intellectual growth. However, navigating the

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landscape of writing instruction poses challenges, particularly in diverse educational settings where
students come from various linguistic and disciplinary backgrounds. This comprehensive literature review
aims to explore the importance of academic literacy, the challenges faced by ESL students, theoretical
frameworks for understanding writing processes, strategies for fostering student engagement, the role of
disciplinary literacy, and the broader educational context influencing writing difficulties. By synthesizing
insights from multiple scholarly sources, this review provides a foundation for identifying challenges,
understanding contributing factors, and proposing effective interventions to improve writing skills among
undergraduates. Defazio et al. (2010) underscore the significance and impact of writing across the
curriculum, emphasizing the need for a comprehensive approach to writing instruction that extends
beyond disciplinary boundaries. Their case study highlights the importance of integrating writing into
various academic contexts to promote academic literacy among undergraduates. This approach aligns
with the challenges faced by ESL students in writing academic English assignments, as highlighted by
Dar and Khan (2015). Recognizing the diverse linguistic backgrounds at institutions like SMIU,
understanding the challenges ESL students encounter is vital for crafting targeted interventions to support
their writing development. Dar and Khan (2015) shed light on the specific challenges ESL students
encounter in writing academic English assignments. These challenges often stem from differences in
linguistic backgrounds, cultural norms, and educational experiences. ESL students may struggle with
grammar, vocabulary, sentence structure, and academic conventions, which can hinder their ability to
communicate effectively in written form. Hyland's (2003) work on second language writing provides
valuable insights into the unique challenges faced by students acquiring proficiency in English as a
second language. By understanding these challenges, educators can tailor instruction and support services
to meet the needs of ESL students and facilitate their transition into proficient academic writers. The
cognitive process theory of writing, proposed by Flower and Hayes (1980), offers a theoretical framework
to understand the mental processes involved in writing. This framework delineates various stages of the
writing process, including planning, translating, and reviewing, providing a lens through which factors
inhibiting writing proficiency can be examined. By understanding the cognitive aspects of writing,
educators can design interventions that target specific stages of the writing process and address
underlying difficulties effectively. Bean's (2011) strategies for capturing student engagement and
motivation are crucial in the context of writing skill development. Motivating undergraduates to actively
participate in writing activities and assignments is essential for fostering a positive attitude toward
improving their writing abilities. By incorporating interactive writing exercises, peer feedback sessions,
and real-world writing tasks, educators can enhance student engagement and promote meaningful
learning experiences. Additionally, providing timely feedback and recognition for improvement can
further motivate students to invest time and effort in honing their writing skills. Smith's (2018) insights

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into writing across disciplines emphasize the need for developing disciplinary literacy. In addition to
acquiring generic writing skills, students must also understand the specific requirements and conventions
of their academic fields. Writing in disciplines such as science, engineering, humanities, and social
sciences often involves distinct formats, styles, and citation practices. Therefore, interventions aimed at
improving writing skills should incorporate discipline-specific instruction and feedback to help students
effectively communicate within their chosen fields. Contextualizing writing challenges in higher
education, as explored by Jones and Brown (2020), contributes to our understanding of how the broader
educational context influences writing difficulties. Factors such as class size, instructor workload,
institutional support services, and assessment practices can impact students' writing experiences and
outcomes. By addressing systemic barriers and fostering a supportive writing culture within educational
institutions, educators can create environments conducive to writing skill development. Doe's (2017)
comprehensive review underlines the pivotal role of writing skills in higher education, emphasizing the
need for targeted interventions to address challenges faced by students. Writing proficiency is not only
essential for academic success but also for future professional endeavors. Effective communication skills,
critical thinking abilities, and analytical reasoning are all cultivated through writing, making it a
cornerstone of undergraduate education. Therefore, investing in writing instruction and support services is
crucial for equipping students with the skills they need to succeed in college and beyond. Wang et al.
(2019) advocate for viewing writing as a tool for cultivating higher-order cognitive skills, such as critical
thinking. By engaging students in reflective writing tasks, argumentative essays, and analytical research
projects, educators can encourage deep thinking and intellectual inquiry. Writing assignments that prompt
students to evaluate evidence, analyze perspectives, and construct logical arguments not only enhance
their writing abilities but also contribute to their overall intellectual growth. Integrating writing-intensive
courses and assignments across the curriculum can further reinforce the connection between writing and
critical thinking skills. To Conclude, this literature review has provided a comprehensive examination of
the challenges and interventions related to writing skills development among undergraduates. By
synthesizing insights from various scholarly sources, we have explored the importance of academic
literacy, the challenges faced by ESL students, theoretical frameworks for understanding writing
processes, strategies for fostering student engagement, the role of disciplinary literacy, and the broader
educational context influencing writing difficulties. Moving forward, it is essential for educators and
institutions to implement targeted interventions that address the diverse needs of students and foster a
supportive writing culture within higher education. By prioritizing writing instruction and support
services, we can empower undergraduates to become proficient writers capable of communicating
effectively in academic and professional settings.

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Methodology:

Research Design:
This qualitative research will adopt an exploratory design to delve deeply into the writing skills
challenges faced by undergraduate students at Sindh Madressatul Islam University (SMIU). The
design will allow for an in-depth understanding of individual experiences, perceptions, and
contextual nuances surrounding writing proficiency.

Participants:
Sampling: A purposive sampling approach will be employed to select participants based on their
academic discipline, writing proficiency levels, and diverse linguistic backgrounds.
Sample Size: Approximately 20-30 undergraduate students will be recruited, ensuring a diverse
representation across disciplines and academic levels.

Data Collection:
Interviews: Semi-structured interviews will be conducted with participants to explore their
writing experiences, challenges faced, and perceptions of writing skills. The open-ended nature
of the interviews will allow for rich, qualitative data collection.
Document Analysis: Writing samples will be collected from participants to supplement interview
data and provide additional context to their writing skills.

Data Analysis:
Error analysis will be employed to identify patterns, themes, and commonalities in the qualitative
data. This iterative process involves coding transcripts, identifying themes, and organizing
findings into a coherent narrative.

Findings:

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The comprehensive examination undertaken at Sindh Madressatul Islam University (SMIU) has
led to the identification of three overarching categories encapsulating the findings: the
multifaceted challenges experienced by undergraduate students in their writing pursuits, the
intricate web of factors that contribute to these writing impediments, and a set of meticulously
crafted recommendations designed to uplift the writing acumen of ESL at SMIU Delving deeper
into the segment addressing writing problems, a meticulous analysis of writing samples has
uncovered a plethora of nuanced issues that students grapple with in their attempts to convey
their ideas fluently and coherently through the written medium.

Problems in ESL at SMIU Writing

In the realm of ESL at SMIU writing, a myriad of challenges has been unearthed through the
collaborative efforts of students and educators alike. One prominent issue revolves around the
dearth of appropriate vocabulary among ESL at SMIU, as highlighted by both faculty and
students. Expressions such as "I cannot come up with the words like how to express my
thoughts" and "They don’t know the appropriate use of words" underscore the struggle to find
precise linguistic expressions. Furthermore, grammatical and syntactical hurdles abound, with
errors ranging from subject-verb agreement and pronoun usage to the correct application of
tenses, articles, and prepositions. Testimonials like "The major problem is with the uses of tenses
and articles and preposition" and "I always have issues with sentence structure" elucidate the
pervasive nature of these linguistic stumbling blocks.

Moreover, the paucity of ideas poses a significant obstacle to learner’s writing prowess, as
articulated by one participant: "Until and unless students have information with them, they will
not be able to pour any idea through their pen onto the page". Additionally, the challenge of
organizing thoughts into cohesive written pieces is evident, with students struggling to achieve
coherence, consolidate knowledge, and employ formal transitional and cohesive devices
effectively. Observations such as "(Students) do not organize" and "Most of them are not able to
consolidate their knowledge. When you ask them to write about themselves, they cannot
underscore the need for improved structuring of written discourse.

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Furthermore, the distinction between spoken and written language poses a unique challenge, as
learner’s often struggle to translate their verbal expressions into written form seamlessly. As one
participant noted, "Writing is different from speech, students writing is actually speech put on
the page", highlighting the disconnect between oral fluency and written articulation. These
insights gleaned from both students and instructors shed light on the multifaceted nature of ESL
at SMIU writing difficulties and underscore the pressing need for targeted interventions to
address these issues effectively.

Findings from Written Samples

Before delving into the detailed findings, it is essential to provide an overview of the frequency
of writing problems identified in the analysis of ESL at SMIU writing samples. Table 1 presents
a breakdown of the occurrences of various writing issues, shedding light on the most prevalent
challenges encountered by ESL at SMIU in their written communication.

Table 1: Frequency of Writing Problems

Writing Problem Frequency of Occurrence

Grammar 355
Syntax 145
Vocabulary 133
Spelling 111
Punctuation 89
Verb Form and Word Order 65
Spoken Expressions 79
Others 19
Total 996

Findings:

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1. Grammar: The analysis of ESL at SMIU writing samples revealed a significant prevalence of
grammatical errors, constituting the most frequently occurring problem with a total of 355
instances. These errors encompassed a wide range of issues, including errors in different word
classes, subject-verb agreement, and incorrect forms of singular and plural nouns. For instance,
learner’s frequently exhibited errors such as 'these applications gives a proper protocol to
communicate others' and 'their personality impress by everyone,' indicating challenges in
applying grammatical rules accurately.

2. Syntax: Syntactical errors were also prominent among the writing samples, with a total of 145
instances identified. These errors manifested as difficulties in constructing coherent and well-
structured sentences, leading to fragmented and convoluted expressions. Learner’s struggled with
organizing ideas within sentences, resulting in syntactic constructions that lacked clarity and
cohesion. For example, sentences like 'I am going in weekend and more enjoy our family and see
previous struggle' exemplify the syntactical complexities encountered by ESL at SMIU

3. Vocabulary: Vocabulary deficiencies were observed in 133 instances across the writing
samples, indicating challenges in selecting appropriate words to convey intended meanings
effectively. Learner’s exhibited limited lexical resources and struggled to employ precise and
contextually relevant vocabulary. Instances such as 'Using the connection between the student
and teacher, this (psychological) error from our society can evaporate' underscored the
difficulties faced by learner’s in expressing complex ideas due to inadequate vocabulary.

4. Spelling: Spelling errors were abundant, with a total of 111 instances identified in the writing
samples. These errors ranged from simple typographical mistakes to more complex orthographic
inaccuracies, impacting the readability and coherence of the text. Misspellings such as
'inventions,' 'individually,' and 'facility' were recurrent, highlighting the challenges faced by ESL
at SMIU in mastering English orthography.

5. Punctuation: A total of 89 punctuation errors were noted in the writing samples,

encompassing issues such as incorrect capitalization, improper comma usage, and apostrophe
errors. These punctuation inaccuracies disrupted the flow and organization of the text, hindering

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effective communication of ideas. Instances like 'I see more school students.' and 'In this Era we
cannot even imagine.' exemplified the punctuation errors prevalent among ESL at SMIU

6. Verb Form and Word Order: Learner’s exhibited difficulties in verb form and word order in
65 instances, resulting in awkward and unidiomatic phrasing. These errors impeded the clarity
and coherence of the writing, as learner’s struggled to structure sentences in a grammatically
correct manner. Instances such as 'That was probably my unforgettable day of life' and 'after
completing the long 2 hours journey' highlighted the challenges faced by ESL at SMIU in
mastering English syntax and sentence structure.

7. Spoken Expressions: Instances of spoken expressions in written form were observed 79

times, indicating a tendency among ESL at SMIU to incorporate informal language conventions
into their academic writing. Phrases like 'lets talk about television first' and 'now if we talk about
life without them' reflected the influence of spoken language on written expression, posing
challenges in achieving an appropriate register and tone in academic discourse.

8. Others: Additional miscellaneous errors were noted in 19 instances, though less frequently
observed compared to other categories. These errors encompassed a variety of linguistic
inaccuracies, including word form errors, repetition of ideas, and the influence of the learner’s
first language (L1) on written expression. While less prevalent, these errors underscored the
complex interplay of linguistic factors contributing to the writing difficulties faced by ESL at
SMIU

Overall, the analysis of ESL at SMIU writing samples revealed a multitude of challenges
spanning various linguistic domains. Addressing these challenges through targeted interventions
and instructional strategies is imperative to enhance the writing proficiency of ESL at SMIU and
facilitate their academic success.

Factors Responsible of ESL at SMIU Writing Problems

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In comprehensively addressing the challenges faced by undergraduate ESL at SMIU in

developing proficient writing skills, it is imperative to delve into the multifaceted factors that
impede their progress. The analysis of data from various sources has unearthed a complex
landscape of influences, spanning societal norms, educational systems, psychological barriers,
and pedagogical shortcomings. Understanding these factors is paramount in formulating targeted
interventions and strategies to foster writing proficiency among ESL at SMIU The societal
context plays a pivotal role in shaping attitudes towards writing, with a prevailing perception that
prioritizes spoken communication over written expression. Within many cultures, including the
context under examination, writing is often relegated to a secondary status compared to
speaking. Consequently, the culture of reading and writing fails to flourish at both the academic
and social levels. As one participant noted, "Writing is one of the skills which is least liked in
our society." This societal attitude underscores the need for a paradigm shift in recognizing the
significance of writing as a fundamental skill that merits ample attention and instruction.

Furthermore, the examination system exacerbates the challenges faced by ESL at SMIU, as it
typically emphasizes rote memorization and regurgitation of information over critical thinking
and creative expression. Participants highlighted the detrimental impact of examination formats
that prioritize quantity over quality, providing limited time for essay writing and inadvertently
encouraging memorization. This approach stifles learner’s creativity and discourages them from
engaging in genuine writing practice. Psychological barriers, such as writing anxiety, further
hinder learner’s ability to produce well-organized and coherent texts. The pressure to perform
coupled with the fear of making mistakes can paralyze learners, inhibiting their writing fluency
and confidence. Additionally, the reliance on Urdu, the first language for many ESL at SMIU, as
a medium for processing thoughts and ideas poses a significant obstacle to English writing
proficiency. Translating from Urdu to English often results in awkward and stilted expressions,
hindering the development of natural and fluid writing skills. Pedagogical factors also contribute
to the challenges faced by ESL at SMIU in mastering writing skills. The shortage of trained
teachers equipped with effective teaching methods undermines learner’s ability to receive quality
writing instruction. Outdated teaching styles and inadequate exposure to receptive skills and
writing practice further compound the problem. Large classroom sizes and lengthy courses
detract from the conducive learning environment necessary for nurturing writing proficiency. As

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one participant lamented, "Our classrooms are not peaceful," highlighting the importance of
creating an environment conducive to writing development.

Moreover, the lack of motivation among both learner’s and teachers poses a significant
challenge. Learner’s often lack the intrinsic motivation to engage in writing practice, while
teachers' expectations may not align with their efforts to motivate students effectively. The
absence of genuine interest and enthusiasm for writing diminishes learner’s willingness to invest
time and effort in honing their skills. The analysis reveals a complex web of societal,
educational, psychological, and pedagogical factors that hinder the development of
undergraduate ESL at SMIU writing skills. Addressing these challenges necessitates a holistic
approach that recognizes the interconnected nature of these influences. By identifying and
understanding these factors, educators and policymakers can implement targeted interventions to
support ESL at SMIU in overcoming barriers and achieving writing proficiency.

Suggestions to Improve ESL at SMIU Writing Skills:

Addressing the challenges outlined in the preceding sections necessitates the implementation of
targeted interventions and strategies to enhance ESL at SMIU writing skills. Drawing from the
insights provided by respondents, a plethora of suggestions have been proposed to ameliorate
writing proficiency among undergraduate learners. These recommendations span various aspects
of pedagogy, curriculum design, assessment practices, and cultural shifts, highlighting the
multifaceted approach required to effect meaningful change.

Suggestions to Improve ESL at SMIU Writing Skills:

1. Promotion of Reading: Respondents unanimously emphasized the pivotal role of reading in

fostering better writing skills and enriching vocabulary. Encouraging extensive reading habits
and consciously teaching vocabulary were identified as essential strategies. Creating
opportunities for incidental vocabulary learning through exposure to diverse texts and intentional
vocabulary instruction can significantly enhance learner’s lexical repertoire and writing
proficiency.

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2. Cultivating a Writing Culture: Developing a culture of writing and providing regular

opportunities for writing practice emerged as fundamental suggestions. Respondents underscored
the importance of treating writing with the same level of importance as speaking skills,
advocating for daily writing exercises to nurture fluency and proficiency. Inculcating the habit of
writing from early education stages and integrating writing into various facets of the curriculum
can foster a conducive environment for enhancing writing skills.

3. Reform in Examination System: Criticism was directed towards the current examination
system, which tends to prioritize memorization and plagiarism over critical thinking and creative
expression. Respondents called for a shift away from rote learning practices, advocating for
assessments that assess higher-order thinking skills and authentic writing tasks. Reforming the
examination system to align with the goals of promoting analytical thinking and originality in
writing is imperative for fostering writing proficiency.

4. Teacher Training and Feedback: Recognizing the pivotal role of teachers in facilitating
writing development, respondents stressed the importance of providing teachers with training in
effective writing instruction and feedback practices. Institutes were urged to prioritize the
recruitment of skilled language teachers and offer professional development opportunities to
enhance their pedagogical skills. Positive and constructive feedback from teachers can motivate
learner’s and instill confidence in their writing abilities.

5. Motivational Initiatives: To foster intrinsic motivation towards writing, respondents

recommended organizing writing courses focused on specific language skills and creative
writing competitions. These extracurricular activities can serve as platforms for learners to
showcase their writing talents, receive recognition for their efforts, and cultivate a sense of
achievement. Additionally, incorporating motivational elements into writing courses, such as
gamification and peer recognition, can further incentivize learners to engage actively in writing
practice.

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Conclusion

The findings from the comprehensive examination of ESL at Sindh Madressatul Islam University
(SMIU) writing samples provide valuable insights into the multifaceted challenges faced by
undergraduate students in developing proficient writing skills. Across various linguistic domains,
including grammar, syntax, vocabulary, spelling, punctuation, and more, students exhibited a
multitude of errors that impeded their ability to convey ideas fluently and coherently. These
challenges were compounded by factors such as societal attitudes towards writing, shortcomings
in the examination system, psychological barriers like writing anxiety, linguistic influences from
the first language (L1), and pedagogical limitations. Addressing these challenges necessitates a
holistic approach that encompasses pedagogical reforms, cultural shifts, and systemic changes
within the educational institution. To improve ESL at SMIU writing skills, recommendations
have been proposed, emphasizing the promotion of reading habits to enrich vocabulary,
cultivating a writing culture through regular practice, reforming the examination system to
prioritize critical thinking and originality, providing teacher training in effective writing
instruction and feedback practices, and implementing motivational initiatives to foster intrinsic
motivation towards writing. These suggestions underscore the importance of creating a
supportive learning environment that values writing as a fundamental skill and provides students
with the necessary resources and opportunities to enhance their writing proficiency.

In conclusion, addressing the challenges faced by undergraduate ESL at SMIU in developing

proficient writing skills requires concerted efforts from various stakeholders, including
educators, policymakers, and students themselves. By implementing targeted interventions and
strategies informed by the findings of this study, SMIU can foster a writing-friendly environment
that empowers students to communicate effectively and confidently in both academic and
professional settings. Moreover, recognizing the interconnected nature of linguistic, cultural,
psychological, and pedagogical factors influencing writing proficiency is crucial for designing
interventions that resonate with the unique needs of ESL students at SMIU. Ultimately, investing
in writing instruction and support services is essential for equipping students with the skills they
need to succeed in their academic pursuits and beyond, thereby contributing to their holistic
development and success.

ESL at SMIU
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ESL at SMIU