Students’ Perceptions, Challenges and Performance of Efl Writing: A Study in Ethiopian Defense University
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Date
2025-12
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Addis Ababa University
Abstract
The main objective of this study was to investigate students’ perceptions, challenges and performance of EFL writing in the Ethiopian Defense University. To achieve this study, the researcher employed explanatory sequential mixed method design in which both quantitative and qualitative data were mixed. Data for the study were gathered from first-year students and English language instructors of the university. The participants were selected specifically from the university’s College of Engineering and College of Resource Management. After nine sections were selected by lottery method, the participants were chosen using systematic random sampling technique. As a result, one hundred eight first-year undergraduate students filled in two questionnaires, that were used to determine the students’ perceptions of writing and their challenges of writing. The same number of students took a paragraph writing test, which was used to determine the students’ writing performance levels. Moreover, using purposive sampling technique, eight students and six English language instructors were selected and interviewed. The findings revealed that most of the students had positive perceptions of writing; however, their overall writing performance remained below average. In addition, the students were encountered linguistic, psychological and cognitive challenges. The results of the correlation analysis showed that the students’ writing perceptions, challenges and performance were not statistically significant. The qualitative results further showed that limited prior writing experience, low motivation, lack of consistent practice, and insufficient support from the existing English courses and modules contributed to students’ weak writing performance. Based on these findings, the study recommended providing remedial English language training, revising the current English courses and modules, raising awareness about factors that negatively affect writing performance, offering targeted professional development for English language instructors, preparing supportive instructional materials relevant to military students, and improving lower-grade English curricula to better prepare learners for university-level writing.
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writing in the Ethiopian