International Journal of Arabic-English Studies (IJAES) Vol. 22, No.

2, 2024

Advancing EFL Writing Proficiency in Jordan: Addressing Challenges and

Embedding Progressive Strategies
DOI: https://doi.org/10.33806/ijaes.v24i2.664

Anas Hashem Alsariera

Fahad Bin Sultan University, Saudi Arabia
Mohammad Yousef Alsaraireh
Al-Balqa Applied University, Jordan

Received: 31.8. 2023 Accepted: 26.11.2023 Published: 6.6.2024

Abstract: Considering the critical role of writing in EFL contexts, this study sets out to
examine the writing skills of Jordanian EFL students, addressing both the challenges they
encounter and the potential strategies for enhancing their capabilities. To achieve this, the
researchers implemented two distinct methods of data collection: a survey and semi-
structured interviews. The survey data were analysed utilizing basic descriptive statistics,
while the interview data were examined based on Braun and Clarke’s (2006) thematic
analysis framework. The participants in this study included 150 Jordanian EFL students
majoring in English language across three public universities, alongside eight experienced
EFL writing instructors. The results revealed a set of writing challenges confronted by the
students, such as the struggle to compose grammatically accurate and coherent text. These
difficulties originated from a variety of factors, notably a deficiency in linguistic knowledge
and a lack of motivation. Moreover, the study emphasized the crucial influence of the
teaching process, which holds the potential to impact the students' writing proficiency either
positively or adversely. To address the challenges in EFL writing, this study has outlined
potential strategies, encompassing effective instruction, the enrichment of students'
linguistic knowledge, the integration of advanced technologies such as Artificial
Intelligence (AI), and the encouragement of student motivation. Notably, the integration of
AI tools emerges as a novel strategy with the potential to revolutionize teaching practices
by offering personalized feedback and enhancing the learning experience. This research
substantially contributes to the existing body of literature on EFL writing, revealing the
specific challenges among Jordanian EFL students, and providing a comprehensive set of
practical and innovative solutions for EFL writing instructors.

Keywords: AI in EFL writing, EFL writing difficulties, EFL writing instruction, EFL
writing proficiency, grammatical competence, lexical knowledge, textual Coherence

1. Introduction
Writing is a pivotal communication skill for English learners, essential for
communicating messages with clarity and coherence. It stands as a core competence
in academia, where creating well-structured text is integral to success. This skill
goes beyond mere composition; it cultivates linguistic precision, reinforces
grammatical and lexical proficiency, and stimulates critical thinking. Thus, its
mastery is importance for students in EFL settings, aiding in the development of a
broad range of academic and cognitive abilities which can be done through
consistent practice and structured learning (Rao 2007; Godwin-Jones 2018; Anh

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2019). It requires regular engagement with varied writing tasks and feedback on
performance.
Mastering English writing is essential for Jordanian EFL students,
significantly contributing to their academic language proficiency. In detail, English
is a core subject in Jordan, taught from kindergarten through higher education,
highlighting its importance across all educational levels. As students progress, they
are expected to handle more complex writing tasks, demonstrating a clear
understanding and application of English writing conventions. This skill is not just
vital for academic success; it also opens doors to international opportunities and
enhances employability, as English is a global language.
EFL learners at Jordanian universities often face significant difficulties in
mastering writing skills, with even simple paragraph construction proving arduous.
Studies have consistently identified a range of writing issues among these students,
including limited vocabulary and weak coherence, which affects their ability to
produce well-structured texts (Ibnian 2017; AL-Widyan and Abu Darwish 2019).
Moreover, an apparent disregard for the importance of writing further hampers their
quest for mastery.
Nevertheless, despite these insights, previous studies have not provided an
in-depth understanding of this phenomenon nor practical strategies to enhance
students' skills. Consequently, the current study endeavours to systematically fill
this gap, aiming to acquire a profound understanding of the existing issue by
exploring the types of writing challenges faced by the students, identifying the
causes, and proposing practical solutions to address these challenges, all while
considering the role of technological advancements in enhancing the students’
writing skills, in particular AI-driven tools in EFL writing settings. To this end, the
study aims at answering the following questions:
RQ.1: What are the most common writing difficulties encountered by EFL
Jordanian students?
RQ.2: Which factors contribute to the emergence of writing difficulties
encountered by EFL Jordanian students?
RQ.3: What strategies can be effectively implemented to address the writing
challenges encountered by EFL Jordanian students?

2. General background
2.1 Writing
Writing is a complex skill involving both physical and intellectual activities, such
as word composition and idea organization, which are crucial for English Language
learners and recognized as challenging, particularly in an EFL context (Anh 2019).
Additionally, much research indicates that writing is complex, and students often
struggle to learn and write effectively. For instance, cognitive process models,
specifically, highlight the writer's role in managing cognitive challenges throughout
the writing process, including stages such as planning, translating, and reviewing
(Olive Alves and Castro 2009). Subsequently, the writing process involves pre-
writing for idea organization, drafting focused on the flow of ideas, editing for
coherence and lexical choice, and ultimately, publishing the completed text.

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Moreover, writing is also seen as a problem-solving activity, necessitating

significant cognitive effort to produce cohesive texts (White and Arndt 1991).
Additionally, textuality is another key area of focus. This aspect involves the
structure, coherence, and the relationship between writer and reader, with the
overarching goal of creating unified, meaningful work that effectively
communicates with the audience (Halliday and Hasan 1976, 1989; Hoey 1991).
In the context of Jordan, acquiring English writing proficiency is a pivotal
element of language competence for EFL students in Jordan, particularly in
academic settings. English is a central subject across educational levels, starting
from kindergarten through to higher education, underscoring its significance. As
learners advance, they face more sophisticated writing tasks, necessitating a
thorough comprehension and application of English writing norms. Mastery of
writing is not only essential for scholarly achievements; it also paves the way for
global interactions and boosts career prospects since English is the lingua franca of
the global community.
Yet, despite the commitment of various educational institutions to enhance
students' writing abilities, a gap persists in the implementation of modern and
advanced English language teaching strategies, especially regarding writing
pedagogy (Ibnian 2017). Additionally, EFL instructors often consider compositions
simply as end-products, directing their attention to evaluating and grading students'
writings, rather than improving the efficacy of their writing methods.

2.2 EFL writing difficulties

Attaining writing proficiency in EFL settings is notably difficult, necessitating
organized, impactful, and all-encompassing teaching and exercises (Alsariera and
Yunus 2023). Students worldwide struggle with this skill, often unable to craft well-
constructed texts. Acknowledging this, researchers have sought to pinpoint the core
difficulties EFL learners face, classifying them into four key areas: grammar,
mechanics, spelling, and vocabulary (Ariyanti and Fitriana 2017; Ginting 2018).
Grammar mastery is crucial for EFL/ESL learners to improve their writing,
as Halliday (1985) underscored, with the accurate use of grammatical rules being
key. However, EFL learners often struggle with forming grammatically correct
sentences, especially in verb usage. Challenges include confusion over irregular
verbs, subject-verb agreement errors, and auxiliary verb omissions, as noted by
Alahmadi (2019) and Alshalan (2019). These verb issues are exacerbated by article
misuse—stemming from the linguistic differences between Arabic and English—
leading to frequent errors (Yassin and Hamed 2023). Furthermore, Arab learners
commonly struggle with prepositions, often misusing them due to the contrast in
prepositional application between Arabic and English (Aziz 2022). Hence, it can be
deduced that EFL learners face considerable challenges when attempting to write
complete sentences with accurate grammar, pointing to their learning process that
require focused effort and thoughtful support. This challenging situation not only
reveals the nature of English grammar but also acts as a critical factor in evaluating
the learners’ overall language proficiency across various contexts.

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Besides the previously mentioned difficulties, EFL learners also grapple with
the correct application of punctuation, capitalization, and spelling when writing in
English. In this regard, studies suggest that first language (L1) interference is a
significant cause (Olimat and Al-jamal 2022). Furthermore, research indicates EFL
students' lack of necessary linguistic knowledge and skills, including the use of
commas, periods, capital letters, semicolons, and adherence to spelling conventions
(Bani Younes and Albalawi 2015; Hussain 2019; Abdulrahman 2022).
Additionally, these studies reveal that insufficient instruction significantly
contributes to these issues. Indeed, the deficiency in linguistic knowledge and skills
in the areas of punctuation, capitalization, and spelling intensifies these issues. EFL
learners may find it challenging to determine when to use a comma to denote a
pause or separate items in a list, when a period is required to end a sentence, or
when a capital letter must be used at the beginning of a sentence or for proper nouns.
Additionally, the complexities of English spelling present further difficulties,
leading to frequent errors that detract from the professionalism and overall quality
of their writing.
Vocabulary mastery is a crucial difficulty, often emphasized by researchers.
It involves both understanding and using words, a key facet of language acquisition
(Williams 2003). Despite recognition of its importance, EFL/ESL students
frequently struggle to apply the right lexical items in writing (Karima, Hellalet, and
Breeze 2022; Nhung 2023). Studies show these learners often memorize words in
isolation, hampering effective communication. Furthermore, research by Bani
Younes and Albalawi (2015), Alharthi (2018), and Khatter (2019) identifies the
lack of suitable vocabulary learning strategies as a major obstacle affecting the
range and utility of students' vocabulary. However, learners are encouraged to
enhance their lexical knowledge and learn how to use the appropriate lexical items
in context. By doing so, they not only reinforce their vocabulary reservoir but also
develop a better understanding of when and how to employ these lexical items
effectively.
Writing coherently represents another challenging aspect of EFL/ESL
writing. In this regard, many researchers and linguists, including Halliday and
Hasan (1976) and Hoey (1991), have revealed the pivotal role that grammatical and
lexical cohesion play in organizing written text and ensuring its unity. Nevertheless,
a range of recent studies have revealed that many EFL learners consistently struggle
to produce coherent and connected written texts (Naser and Almoisheer 2018;
Alsariera and Yunus 2021, 2023). Nevertheless, the learners' inability to write
coherently and effectively organize texts is attributed to their limited knowledge of
various grammatical and lexical items. More importantly, the roots of these
difficulties are complex, stemming from inadequate educational practices, a lack of
awareness among EFL/ESL instructors regarding the importance of grammatical
and lexical devices in academic writing, and the learners' own unawareness of these
critical elements.
Beyond structural and lexical issues, research indicates that the learning
methods and strategies in writing profoundly affect EFL students' success in
handling writing challenges (Bakry and Alsamadani 2015). Such strategies guide

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writers in text creation (Witte and Faigley 1981). Studies have also explored writing
operations like pre-writing, drafting, and reviewing before publishing the final text.
Specifically, writing involves prewriting, drafting, editing, and publishing stages
(Hyland and Hyland 2006). Annab (2016) found that writing includes various sub-
processes such as planning, translating, and reviewing. Accordingly, the impact of
learning processes and the strategies utilized by students plays a vital role in
improving EFL writing skills. Therefore, EFL instructors need to provide strategies
that are practical, and grounded in theory to address the various stages and detailed
sub-processes involved in writing.
Finally, writing engages complex cognitive processes involving the
communication of intentions, the synthesis and structuring of ideas, the discovery
of solutions, and the deployment of critical thinking (Fareed, Ashraf, and Bilal
2016; Ginting 2018). Moreover, writing is a purpose-driven exercise where the
writer employs a systematic method to extract and refine their thoughts into a
coherent and articulate presentation aimed at the reader. In this regard, Cumming
(1989) argues that writing extends well beyond the mere conversion of language
into written symbols; it also involves the mental processes of idea generation,
textual composition, and the conversion of these ideas into tangible text.
Consequently, it is essential for writers to master a diverse range of skills as they
engage in the written composition.
In conclusion, EFL learners encounter critical obstacles in writing accurately
and meaningfully, mainly due to limited grammar and vocabulary proficiency.
Clearly, without solid grammatical knowledge and lexical variety, EFL students
often struggle to articulate their thoughts, leading to ineffective writing. Hence, it
is apparent that they need effective support to enhance their writing skills. This
study aims to carefully outline the range of challenges Jordanian students face,
uncover the root causes of these issues, and offer potential strategies for
improvement.

3. Methodology
A mixed method framework was followed to attain the objectives of the research.
Accordingly, this design was implemented to achieve a holistic understanding of
the current issue through complementary qualitative and quantitative data.

3.1 Sample
The target population of the study was the English language and literature students
at three public universities in Jordan due to their strategic locations across different
regions of Jordan, and their significant role in delivering quality programs and
standing as influential pillars in the academic community. More importantly, one
of the selected universities has notably secured a high international rank,
showcasing excellence in delivering higher education and training, further creating
the credibility and validity of the research findings.
Regarding the participants of the current study, they were all selected using
the purposive sampling approach due to its appropriateness for the study objectives.
The sample included fourth-year undergraduates from English Language programs

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at three universities. Additionally, they had completed at least one writing course.
They were also enrolled in an advanced writing course. Finally, they were all EFL
Jordanian students, sharing common cultural backgrounds. Accordingly, 150
students were recruited to participate in the study. On the other side, 8 writing
instructors from the same universities were chosen to participate in the interview.
These instructors were specifically selected based on their extensive experience in
teaching EFL writing, ranging from 5 to 10 years within higher education
institutions. Significantly, this selection criterion was vital to guarantee obtaining
of a profound and informed set of qualitative data.

3.2 Data collection and analysis

For the purpose of achieving the objectives of the study, a survey questionnaire was
adapted to answer RQ1 and RQ2. Specifically, the questionnaire was used to
explore the areas and causes of writing challenges that the EFL students face. This
type of quantitative data was collected to enable the researchers to gain descriptive
information from the respondents (Bryman 2004). Accordingly, the researchers
developed a 45-item questionnaire, divided into two sections. Specifically, it
comprised two main sections: writing challenges and contributing factors. The first
section included 25 close-ended questions, targeting to capture the EFL students’
perceptions of the issues they face in writing. As such, it addressed a variety of
writing skills such as paraphrasing, summarizing, sentence structures, vocabulary,
coherence and unity, spelling, and punctuation. Conversely, the second section
incorporated 20 close-ended questions related to potential contributing factors to
writing difficulties, including aspects like grammatical and lexical knowledge,
motivation, feedback, practice, the interference of L1, and so on.
More importantly, it is worth mentioning that the study incorporated Likert
scale, a renowned and widely utilized instrument in evaluating the responses of
individuals. In addition to that, the scale typically ranges from 1 to 5 or 7, where 1
represents strongly disagree and 5/7 signifies strongly agree. It, also, allows
researchers to quantitatively collect comprehensive data and assess patterns within
a population. Additionally, the Likert scale offers a balance between qualitative and
quantitative research methods as it captures subjective information while enabling
statistical analysis based on collective responses. It is worth noting that in this study,
the scale of the questionnaire was chosen to range from 1 to 5, ensuring a
comprehensive and precise understanding of the participants' viewpoints.
Importantly, the questionnaires were distributed by the researchers on July 9, 2023,
to ensure that students could complete them autonomously and free from any
external influence. Finally, the collected data were analyzed using descriptive
statistics to determine the main trends and patterns. In a more detailed examination,
responses were methodically compared across different questions to pinpoint any
inconsistencies or deviations, ensuring a thorough and accurate representation of
the collected data.
Following the distribution of the survey questionnaire, semi-structured
interviews were conducted to answer RQ.3 between the 11th and 25th of July 2023.
Remarkably, this particular data collection method is favored for its flexibility,

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enabling a thorough examination of existing challenges and the identification of

possible strategies to overcome them. To this end, interviews were conducted
online via Webex with a total of eight instructors, comprising six males and two
females who were presented with a specific set of pre-established questions.
Additionally, it is crucial to state that the average of the interviews was about 15
minutes.
The interview questions focused on the identification of writing challenges
students face, the methods instructors employ to address and manage these
difficulties, and the discussion of viable strategies to alleviate such problems.
Furthermore, the following are some of the semi-structured interview questions.
1. In detail, can you describe the specific types of writing problems that your
students encounter most frequently?
2. From your perspective, what are the underlying causes of the recurrent
writing problems?
3. Reflecting on your experience, what strategies or resources would you
recommend for EFL learners to independently diagnose and improve their
writing weaknesses?
4. Regarding the rapid advancements in language learning technologies, how
do you envision the future of writing instruction in an EFL setting?
5. How do you assess the role of writing instruction in the writing classes?
After conducting the interviews, the obtained collected data were analyzed
utilizing thematic analysis, as detailed by Braun and Clarke (2006). It is noteworthy
to mention that their analytical approach comprises six phases: starting with
familiarizing oneself with the data, generating initial codes, searching for themes,
reviewing themes, defining and naming themes, and finally, writing the report.

3.3 Ethical standards

The researchers emphasized the importance of anticipating ethical concerns, which
include safeguarding participants, maintaining trust, ensuring research integrity,
and addressing unexpected issues (Creswell 2014). To adhere to these ethical
standards, the researcher personally conducted all written tasks and interviews,
providing a comfortable setting for participants. They also made sure that all
information would be kept anonymous, confidential, and used solely for the study.
In addition, the participants' data were coded to maintain anonymity.

4. Results and discussion

4.1 Major types of writing difficulties
In relation to RQ 1, the collected data revealed insightful results about the
challenges EFL students face in their writing. The most important challenge, as
indicated by 73.1% of the students, was lexical knowledge, highlighting a
significant need for enhanced vocabulary training and support. Closely followed by
their inability to maintain coherence and unity in their writing, as indicated by
68.13% of the participants, pointing towards a need for training in writing
coherently and connecting ideas cohesively. Conversely, spelling was also among
the less challenging aspects, with 35.1% of students expressing difficulty in this

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area. Similarly, punctuation was deemed the least challenging, with only 21.7% of
students finding it difficult, suggesting a relative comfort with applying punctuation
rules. Figure 1 presents the types of writing difficulties among the students.

Figure 1. Types of EFL Jordanian students’ writing difficulties

An examination of Figure 1 revealed that 39.7% of the students indicated

experiencing significant difficulties with grammar. More specifically, the principal
aspects of these grammatical challenges include complex verb forms (64%), use of
passive voice (58%), indefinite articles (51%), confusing prepositions (53.6%),
nouns and pronouns (50.8%), adjective clauses (69.4%), prepositional clauses
(71%), and modals (60%). However, Table 1 that presents the grammatical
obstacles faced by EFL students in their writing. Consequently, the results clearly
highlight that a predominant issue is the lack of grammatical knowledge among
Jordanian EFL students, resulting in grammatical errors in their English writing
(Alghazo and Alshraideh 2020).

Table 1. Grammatical difficulties in EFL Jordanian students’ writing

Area of Difficulty Percentage
Verb Forms 64
Passive Voice 58
Indefinite Articles 51
Prepositions 53.6
Nouns and Pronouns 50.8
Adjective Clauses 69.4
Propositional Clauses 71
Modals 60

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Regarding the students' lexical knowledge, the findings revealed that only
26.9% of EFL students were able to utilize complex types of lexical items, such as
antonyms and hyponyms, in their writing. Conversely, 73.1 percent of the
respondents tended to apply lexical repetition in their writing. In this regard, it is
worth mentioning that many studies have revealed that EFL Arab learners commit
lexical errors in their writing (Akki and Larouz 2021; Mukhlif and Challob 2021;
Abu Rumman and Rabab’ah 2023). The obtained results thus highlighted that EFL
learners often resort to using simple lexical items, avoiding more complex options
due to their limited knowledge in this area. As for difficulties in coherence and
organization, 68.13% of the respondents disclosed to facing such challenges in their
writing. Table 2 reveals the main issues students encounter in creating organized
paragraphs. The results display significant deficits in areas such as coherence and
unity (72.9%), paragraph organization (68.13%), forming authentic topic sentences
(60.4%), providing relevant supporting sentences (81.9%), concluding sentences
(67.82%), and utilizing appropriate cohesive devices (59%). Evidently, these
findings suggest that maintaining coherence and organization in writing is a
significant difficulty for many students (Elkhayma 2020; Alsariera and Yunus
2023). More importantly, these insights not only validate the presence of lexical
challenges highlighted in previous research but also specify the nature of these
challenges, emphasizing the learners' reliance on simpler lexical items and their
avoidance of more complex ones.

Table 2. Coherence and organization difficulties in EFL Jordanian students’

writing
Area of Difficulty Percentage
Maintaining coherence and unity 72.9
Paragraph organization 68.13
Crafting topic sentences 60.4
Presenting supporting sentences 81.9
Creating concluding sentences 67.82
The use of appropriate cohesive devices 59

Additionally, the results showed that 63.2 percent of the participants acknowledged
their inability to paraphrase complex sentences effectively. Moreover, 52.9 percent
of the respondents were reported to be incompetent in summarizing complex
sentences efficiently. In the same vein, these findings align with those of several
recent studies conducted by Naser and Almoisheer (2018), and Mustafa, Arbab and
El Sayed, (2022). Thus, it can be inferred that the students face difficulties in
producing coherent texts, primarily due to insufficient command over cohesive
devices and inadequate exposure to authentic texts. These devices, crucial for
linking sentences and structuring ideas, are often ignored, resulting in disjointed
writing. Moreover, the lack of interaction with authentic texts denies students the

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model examples they need to adopt the flow of the language. Indeed, these
deficiencies are evident in writings that lack clear and logical progression, pointing
to an urgent requirement for educational measures that concentrate on these
essential elements of language learning.

4.2 Contributing factors

In addressing RQ2, the researchers administered the second part of the survey
questionnaire to shed light on the potential causes of students’ difficulties in
writing. This section consisted of 20 close-ended questions. As depicted in Figure
2, the predominant cause of the observed phenomenon was the students’
insufficient linguistic knowledge, reporting 77.4 percent of the responses. It is also
apparent that inadequate educational practices significantly contributed to this
issue. The subsequent sections will provide a comprehensive analysis of these
findings.

Figure 2. Key factors contributing to EFL students' writing difficulties

4.2.1 Students’ linguistic knowledge

Initially, the students' inadequate linguistic awareness significantly impeded their
writing capabilities, preventing them from fully comprehending the different
aspects of language that include grammatical, lexical, and discourse elements. The
findings highlight that the principal obstacle was a lack of linguistic knowledge
(77.4%), which manifested prominently in the writing of the students.
Undoubtedly, without a solid foundation in grammatical knowledge, EFL
students may find it difficult to distinguish between appropriate uses of verb tenses,
prepositions, articles, and other grammatical structures. Since it is a common
challenge among the students (Hawari, Al-Shboul and Huwari 2022; Mustafa et al.
2022). Moreover, the English language encompasses ambiguous grammar rules and
exceptions, challenging even native speakers to consistently apply them correctly
(Al-widyan and Abu Darwish 2019). Consequently, the findings indicate that
students may feel discouraged when they make mistakes in their writing, potentially
leading them to avoid practicing or seeking feedback on grammar. In fact, students’
difficulties with grammar stem from their limited exposure and practice with the

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English language, resulting in a weak understanding and use of its complex

grammatical structures. Moreover, the complexities of English grammar, along
with its numerous exceptions intensify these challenges, making it difficult for EFL
students to attain proficiency and confidence in their writing skills.
Regarding lexical competence, the study also revealed a prevalent lack of
lexical knowledge among the students when it comes to writing. In fact, this issue
stems from the students’ limited vocabulary, often causing them to resort to using
basic, familiar words (Naser and Almoisheer 2018). In addition to that, this
limitation hinders their ability to express their ideas clearly, potentially leading to
confusion and misunderstandings. Notably, students tend to rely on their limited
vocabulary, compensating for their deficiencies by repetitively using simple lexical
items in their writing. Evidently, this is a crucial factor to address, given the
paramount importance of written communication in academic and professional
settings (Alsariera and Yunus 2023).
Hence, the study highlights the challenges EFL students encounter due to
their insufficient linguistic knowledge, including essential areas such as grammar
and lexicon. Furthermore, these difficulties can impede students’ skills,
subsequently discouraging them from engaging in proactive practice and
constructive writing.

4.2.2 Interference of L1 (Arabic)

Beyond the students' linguistic knowledge, the findings revealed that the
interference of Arabic as their first language (L1), affecting 53.7 percent of the
students, had negative impacts on their EFL writing. Admittedly, many studies have
shown that L1 interference is apparent in all language skills, including writing, and
is caused by various factors such as the grammatical rules and lexicons embedded
in the first language (Sabbah 2015). In the Jordanian context, however, students
encounter predictable writing issues due to influence of Arabic, leading to errors in
grammar, syntax, and vocabulary when writing in English. Such difficulties not
only introduce grammatical inconsistencies but also compromise the clarity and
coherence of their English written expression, presenting a significant barrier to
effective communication (Darwish 2016; Abu Rumman and Rabab’ah 2023; Ibnian
2017). For example, the tendency to start sentences with "And" due to its frequent
use in Arabic can lead to a series of run-on sentences in English. Similarly, students
may have difficulty with ensuring subjects and verbs agree in number and person
due to differences in verb conjugation rules between Arabic and English. In the
same vein, certain Arabic words may look or sound similar to English words but
have different meanings. This can cause confusion and lead to incorrect word
choice in writing. Clearly, there is a crucial need to understand the role of L1
interference among the EFL Jordanian students to develop strategies to overcome
its negative effects during the writing process.

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4.2.3 Educational barriers to EFL writing mastery

The following subsections explore the educational barriers that obstruct progress in
EFL writing proficiency. They highlight the breadth of instructional obstacles and
external factors that stall student progress.

1. Insufficient educational practices

The third contributing factor is insufficient educational practices inside the
classroom, with specific deficits identified in teaching techniques (61.4%),
availability of learning resources (51.72%), feedback provision (58.4%), and
support and encouragement (47.22%). Indeed, instruction plays a paramount role
in empowering students to enhance their communication skills, which are crucial
for academic and professional success. Moreover, the teaching methodologies
implemented in EFL writing classes profoundly influence students' capacity to
improve their writing skills and promote the development of crucial language
competencies, including grammar, vocabulary, and structure, necessary for
proficient written communication (Derbas 2021). In contrast, the findings of the
study indicated that ineffective teaching strategies hinder student progress, reduce
enthusiasm for writing, and lead to frustration and disengagement in class activities
(Hawari, Al-Shboul, and Huwari 2022). Undesirably, this suggests that EFL writing
classes had unproductive educational practices, obstructing effective writing
instruction and leaving students struggling to develop the necessary skills to excel,
which leads to weak student outcomes and limited progress.

2. Insufficient feedback
The issue of inadequate and inefficient feedback in EFL writing classes, affecting
58.4% of students, represents a critical challenge in the educational process, with
profound implications on students' language skill development. In fact, when
feedback is limited or lacks depth, it can severely affect EFL learners' motivation,
engagement, and overall progress. Additionally, students may find themselves
unable to elevate their writing proficiency (Hawari, Al-Shboul, and Huwari 2022).
Moreover, the lack of feedback directly obstructs learners' ability to identify and
rectify grammatical, syntactical, and stylistic errors in their writing (Al-Sawalha
2016). In the absence of instructor-led correction and direction, these errors risk
becoming impressed in students' writing habits, creating a negative set of repeated
mistakes and missed learning opportunities (Yu, Jiang and Zhou 2020).
Accordingly, the insufficiency of insightful and transformative feedback within
EFL writing classes has negative consequences. It can demotivate students in their
pursuit of writing excellence. Thus, addressing this issue is paramount, as it stands
as a difficulty to students' gaining of adequate writing skills and their overall
academic and linguistic advancement.

3. Insufficient utilization of modern learning resources

Another contributing factor identified in the study is the insufficient utilization of
authentic and modern learning resources, which affects 51.72 percent of the

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students. Notably, these results are consistent with the results of previous studies
such as Rababah (2020), and Jaradat and Ajlouni (2021).
Certainly, the limited access to up-to-date blended learning materials,
competitive learning platforms, writing software, and other indispensable tools is a
critical component for cultivating comprehensive writing skills, as highlighted by
Rababah (2020). This lack of resources not only reduces students' motivation and
engagement but also impacts educational outcomes negatively. For instance,
instructors with limited technological access find it challenging to integrate
multimedia resources and interactive teaching methods. Meanwhile, students may
struggle to find relevant materials for practice, impeding their progression in
language proficiency. Additionally, the lack of resources can limit the development
of critical thinking skills and lead to inadequate evaluation mechanisms, preventing
students from receiving the necessary constructive feedback. Hence, these factors
collectively constrain EFL writing students' abilities to fully realize their potential
in written English, necessitating a systematic approach to overcome these
challenges in EFL writing classes.

4. Lack of encouragement
The lack of encouragement was identified as another significant barrier, with
47.22of respondents feeling overlooked by their instructors in class. Specifically,
this situation poses a considerable challenge for both students and teachers; learners
frequently hesitate to engage in writing activities, stemming from a lack of
confidence, or understanding (Hawari, Al-Shboul and Huwari 2022). However, this
problem arises due to certain factors. Primarily, the lack of peer support can leave
students feeling isolated, disheartened, and anxious when writing in English.
Additionally, the supportive role of writing instructors is critical. Yet, without
adequate guidance, EFL students might find themselves struggling to meet the
academic writing standards, impeding their chances of success in higher education
and professional settings. Moreover, the lack of encouragement and support not
only hinders their ability to improve their writing skills but also negatively impacts
their overall academic achievements.

5. Lack of self-motivation
Finally, lack of self-motivation (38.53%) could be the least hindrance to EFL
writing proficiency. However, unmotivated EFL students may not put forth genuine
effort in their writing, lacking the perseverance needed to overcome writing
difficulties (Gatcho and Ramos 2020). Writing efficiently is a skill, and like all
other skills, it requires effort and perseverance, such as devoting enough time to
learning and reading (Gatcho and Ramos 2020; Alharbi 2022). Notably, writing,
characterized as a skill that necessitates continual effort and dedication, is not
something that can be mastered through random or half-hearted attempts. Rather, it
requires a sustained commitment, which is operated by motivation. Thus, this
suggests that the key to writing mastery lies not only in the act of writing itself but
also in the motivational forces that drive consistent and hardworking practice.

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4.3 Prospective strategies

In response to RQ.3, the researchers conducted semi-structured interviews with
eight proficient EFL writing instructors. The purpose of these interviews was to
identify potential strategies for addressing students' difficulties in their EFL writing.
Subsequently, the following subsections present the findings and discussions of the
qualitative data.

1. Enhancing EFL students’ linguistic awareness and mastery

With regard to the modest linguistic knowledge (77.6%) among the students, the
respondents expressed two strategies to enhance the linguistic awareness of EFL
students. The first strategy is to inspire students to build a strong grammatical
knowledge. Initially, one of the instructors emphasized that "EFL instructors may
need to incorporate more explicit instruction on grammar rules and give students
ample opportunities to practice, revise, and receive feedback on their writing."
Accordingly, to implement this strategy, instructors should consider the following
practical steps in the context of structured grammar instruction: first, they should
adapt a logically structured curriculum that covers essential grammar rules,
common errors, and exceptions, starting with foundational concepts and
progressing to more advanced topics. Secondly, instructors should design engaging
exercises and interactive exercises and activities, like grammar quizzes, sentence
analysis, and error correction tasks, integrating real-life examples and contexts to
enhance engagement. Lastly, instructors should integrate digital grammar tools and
resources into their teaching approach, utilizing software and online exercises to
aid in grammar learning and provide instant feedback (Anh 2019). In conclusion,
emphasizing the importance of strong grammatical knowledge in EFL writing and
implementing this strategy through a structured curriculum, engaging exercises,
feedback mechanisms, and digital grammar tools can significantly benefit students'
language skills.
Secondly, enhancing students' lexical knowledge is an essential prerequisite
to EFL writing proficiency as indicated by the findings of the study, since the
mastery of vocabulary not only provides students with a broader range of linguistic
tools to convey their thoughts and ideas but also enables them to utilize language
more effectively (Al-Sharah, Dudeen, Ab Yajid, Khatibi and Ariffin 2021; Taha
and Al Sukhon 2023). Accordingly, the following practical remedies could be
utilized by the instructors. First, vocabulary expansion is highly recommended.
Thus, instructors could include a variety of classroom exercises designed to
introduce and strengthen new vocabulary (Alamri 2023). Specifically, these
exercises may involve silent reading, vocabulary games, and group discussions, all
while ensuring that the vocabulary lists assigned are relevant to the subject matter
being studied. Secondly, contextual learning is encouraged. Instructors should teach
students how to employ context clues and word families as tools for vocabulary
expansion. In fact, this involves providing concrete examples from authentic texts
to illustrate the valuable use of words in different contexts. Additionally, instructors
should encourage students to thoroughly explore the meanings of words within the
specific context of their reading materials. Indeed, this would help students become

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familiar with using newly acquired lexical items in different contexts efficiently.
Thirdly, instructors should provide practical guidance by showing students how to
select the right vocabulary and utilize the appropriate cohesive devices, such as
transitional words and phrases, effectively to maintain a coherent and consistent
flow in their writing.
In conclusion, to elevate students' linguistic knowledge, a focused strategy
on grammar and vocabulary is vital. A well-organized curriculum with dynamic
activities boosts grammar, while digital tools further enhance learning. Vocabulary
development, essential for language mastery, is cultivated through various activities
and contextual learning. These strategies effectively bridge linguistic gaps in EFL
students.

2. Transforming EFL writing: Innovative and collaborative approaches

To improve writing instructors' teaching practices, participants suggested several
promising strategies for EFL writing instruction. Firstly, the findings highlighted
the transformative potential of innovative teaching techniques, such as
collaborative writing, peer editing, and portfolio assessment since these strategies
emerge as dynamic tools for promoting critical thinking, inspiring creative
expression, and furthering a sense of community engagement among learners
(Altakhaineh and Aljallad 2018). To attain the desired results, writing instructors
should adapt and diversify their approaches. By doing so, student-centered, and
experience-based methods, instructors can better meet the unique needs of their
learners. In this context, the incorporation of technology-based approaches, such as
online writing platforms and electronic dictionaries, stands out as an effective
means to support and enhance the writing process. These innovations not only
facilitate collaborative and engaging learning experiences but also empower
students to actively refine their writing skills, thus reinforcing the pivotal role of
dynamic and innovative teaching techniques in enhancing EFL writing classes.
In the context of this study, the findings highlighted the importance of
artificial intelligence (AI) in EFL writing instruction (Zhao 2022; Al Mahmud
2023). More specifically, the transformative potential of AI is evident through
practical tools like Grammarly and Turnitin, providing indispensable support to
both students and instructors. For instance, Grammarly, functioning as a real-time
writing companion, identifies and corrects mistakes, enriches vocabulary, and
offers style recommendations. These AI-driven tools not only promote continuous
writing proficiency but also automate assessment and grading, as in platforms like
ETS's Criterion. Additionally, Turnitin's Feedback Studio, blending AI and human
expertise, ensures comprehensive feedback on assignments, enhancing the overall
learning experience. In the EFL context in Jordan, AI-driven tools effectively
address linguistic challenges, offering instant feedback on grammar and vocabulary
to bridge language gaps and enhance linguistic competence among Jordanian EFL
learners. Evidently, this empowers instructors to adapt instruction to individual
students' linguistic strengths and weaknesses, fostering effective teaching practices
and meeting unique learner needs. Yet, the potential drawbacks of excessive
reliance on AI must be acknowledged, as it could hinder linguistic progress and

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critical writing skills (Ningrum 2023). Therefore, instructors ensure AI is an adjunct

to active learning and skill development. In summary, AI integration implies a shift
towards efficient, engaging, and linguistically adjusted EFL learning environments,
equipping Jordanian students with language skills and confidence for academic and
professional success.
Another noteworthy aspect highlighted in the study is the value of peer
review and feedback in EFL writing instruction. Indeed, Peer review and feedback
offer students opportunities to identify and rectify weaknesses in their writing while
receiving constructive input from their peers (Kerman, Banihashem, Noroozi,
Biemans 2022; Hawari, Al-Shboul and Huwari 2022). Providing guidelines for
effective peer review, encompassing aspects such as grammar, clarity of ideas, and
coherence, becomes essential. The collaborative approach advocated in the study
fosters a mutually beneficial learning environment where students learn from one
another, thereby improving their writing skills collectively.
Lastly, the findings emphasized the importance of creating safe and
supportive EFL classrooms where students feel encouraged to share their work,
correct one another, and actively engage in the writing process (Mashoor and
Ahmad 2020). Such an environment not only promotes learning but also imparts a
sense of belonging to the learners. The instructor's assertion that motivated students
are more likely to produce high-quality work and enjoy the writing experience
underscores the pivotal role of motivation and a positive learning atmosphere in
EFL writing.
In conclusion, these strategies create a comprehensive approach to advancing
EFL writing instruction, combining innovative methods, AI tools, and peer
collaboration to elevate writing classes and increase student linguistic competence.
They also provide guidance for students, educators, and institutions seeking to
improve EFL writing skills.

5. Limitations
Notably, the data predominantly relies on self-reporting, which may not accurately
reflect actual linguistic behavior. Additionally, the findings cannot be generalized
to other populations unless a similar approach is used.

6. Conclusion
The study shed light on the difficulties students face, including fundamental issues
such as grammar, vocabulary, coherence, punctuation, and the ability to express
themselves clearly and cohesively in writing. Significantly, these challenges are
influenced by various factors, including students' limited linguistic proficiency,
insufficient motivation, and inadequate teaching practices.
In addressing these challenges, a comprehensive approach is paramount.
Writing instructors need to recognize the necessity of improving their students'
writing skills. Encouraging extensive reading and writing, providing constructive
guidance on various types of written assignments, and exposing students to well-
crafted written samples are vital steps. Furthermore, instructors should retain the
power of Artificial Intelligence (AI) like Grammarly and ETS Criterion to address

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these challenges because it offers immediate feedback and support, particularly in

areas like grammar, vocabulary, and coherence, serving as a transformative tool in
the EFL writing settings.
Moreover, instructor training should include diverse teaching styles to
effectively tackle students' difficulties. Ultimately, the findings and implications of
the study hold immense value for stakeholders and practitioners in Jordan, offering
a road map to enhance EFL writing instruction through AI-driven solutions and
holistic teaching practices.

Anas Hashem Alsariera – Corresponding Author

Assistant Professor of Applied Linguistics
Fahad Bin Sultan University, Tabuk, Saudi Arabia
ORCID Number: 0000-0003-0276-1164
Email: alsarieraa@fulbrightmail.org / aalsariera@fbsu.edu.sa

Mohammad Yousef Alsaraireh

Assistant Professor of Applied Linguistics
Al-Balqa Applied University, Karak, Jordan
ORCID Number: 0000-0003-3541-4126
Email: moh.sarayreh@bau.edu.jo

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