UNDERSTANDING SECONDARY SCHOOL LEARNERS’ DIFFICULTIES IN EFL WRITING

Abstract

This research work investigates real causes underlying Algerian secondary school learners' difficulties in EFL writing. To this end, data were gathered in two different secondary schools in Blida and Tlemcen cities, within a mixed method approach and using two questionnaires and an interview. The responses of the informants, 150 third year learners, 50 teachers, and 03 inspectors, were analysed quantitatively and qualitatively and served to shed light on learners‟ linguistic, cultural, and affective challenges in writing. The findings are hoped to contribute in understanding the problem and to serve as groundwork for alternative remedies