English Writing Problems and Remedies of Bangladeshi Undergraduate Learners (original) (raw)

English writing proficiency is the most commonly used metric for assessing student performance across nearly all educational levels. In Bangladesh, university students encounter significant challenges with English composition. The study was conducted with a sample of 100 participants. These learners engaged in writing practice at various stages of collegiate preparation; however, this extended practice did not yield substantial improvements in their writing skills. Although grammatically accurate, their compositions exhibit repetition, inadequate organization, parallelism, brevity, lack of variety, imprecise language, and insufficient information, resulting in incoherent writing. This research aimed to investigate the English writing difficulties of Bangladeshi students. For this purpose, first-year students from two universities, one public and one private, were evaluated. To identify the barriers, data were collected using open-ended questionnaires and written samples. Additionally, semistructured interviews were conducted with ten instructors to reflect their perspectives on students' English writing issues. The analysis revealed that many of the students' challenges were attributable to inappropriate writing approaches. Furthermore, recommendations were formulated based on these findings. This study can assist educators and curriculum developers in addressing problems and devising strategies to enhance students' English writing proficiency.