WRITING CHALLENGES FACED BY ESL LEARNERS IN PAKISTAN: REVIEW OFTHE RESEARCH
Keywords:
ESL learners, writing challenges, Pakistan, grammar, interlingual and intralingual errors, instructional strategies, grammar instruction, critical thinking development, lexical enhancement, coherence, authentic writing tasks, writing appsAbstract
This paper aims at investigating the writing challenges faced by ESL learners in Pakistan, surveying previous
research studies as the basis. In Pakistan English is taught as a second language. ESL learners often confront
numerous difficulties in their writing proficiency. The existing research literature reveals that ESL learners in
Pakistan encounter several common obstacles, namely, grammar, vocabulary, coherence, cohesion spelling
mistakes, interlingual and intralingual errors, cultural disparities. The findings demonstrate that grammar
continues to be a significant hurdle, as learners struggle with intricate grammatical structures, verb tenses, and
subject-verb agreement. Their limited vocabulary and struggle to locate suitable words impede their ability to
express ideas effectively. Additionally, organizing their writing coherently and structuring their sentences present
challenges for ESL learners. Thus, the dissimilarities in culture and rhetoric between English and the learners'
native language impact their writing style and organization. The study underscores the significance of targeted
instructional strategies in addressing these challenges. It proposes the incorporation of explicit grammar
instruction, lexical growth exercises, writing strategies focusing on organization, and the provision of authentic
writing tasks. By addressing these challenges, ESL learners in Pakistan can enhance their writing skills and attain
higher proficiency in English.
