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
