ALIGNING PERCEPTIONS AND REALITIES: INVESTIGATING EFL TEACHERS' VIEWS ON STUDENTS’ WRITING DIFFICULTIES

Abstract

This research paper investigates EFL (English as a Foreign Language) teachers' perceptions of their students' writing difficulties, emphasizing the alignment between these perceptions and observed writing challenges. Using EFL students' written texts and teacher interviews, the study analyzes four components which are vocabulary, grammar, organization, and mechanics. The findings reveal a strong alignment between teachers' perceptions and students' performance in vocabulary and grammar components. However, notable discrepancies emerge in organization and mechanics. This misalignment underscores the importance of pedagogic competence—the ability to identify and address nuanced writing issues. The implications of these findings are significant for students' learning processes. Accurate teacher perceptions and interventions in vocabulary and grammar components can facilitate language development. Conversely, misalignment in recognizing organization and mechanics issues may hinder students' progress in these vital components of writing proficiency. Enhancing teachers' pedagogic competence becomes imperative to bridge this gap. Professional development opportunities should equip instructors with the skills and strategies necessary to support students effectively in areas such as generic text structures and mechanics. These efforts can lead to more effective and student-centered EFL instruction, enriching the learning experience for EFL students.