Being skilled in writing English might be one of the most sought-after abilities in the job sector. However, it is not only learning the skill that might be tough but it might be tough for those teaching it too.
As part of my research, I conducted a qualitative study at a Bangladeshi university where English is the medium of instruction. I investigated the unique experiences of English as a Foreign Language (EFL) teachers who face the complexities of teaching English writing.
I gained insights into the challenges, theories and thoughts of 15 dedicated instructor through semi-structured interviews.
Here are some of the impediments they face while teaching English writing skills:
A disconnect between theory and practice: A lot of teachers expressed their frustration with the differences between their knowledge of teaching methods and the realities of the classroom. For example, one instructor explained, “I firmly believe that student-centred methods enhance critical thinking and writing skills, but the reality of applying these methods is quite different.” Despite recognizing the value of interactive and collaborative approaches teachers often resorted to traditional teacher-centred methods due to systemic constraints. Another teacher expressed their thoughts on this matter by saying, “We end up lecturing more than we want to.”
Institutional barriers: Structural issues within the university were frequently cited as significant challenges by the teachers. Large class sizes made individualized attention nearly impossible. As one respondent teacher shared, “It is almost impossible to provide individualized feedback when managing a class of fifty students.” Additionally, teachers juggle heavy workloads, including extracurricular duties and administrative tasks which leave them little time for lesson preparation.
The lack of adequate teaching resources further complexes these challenges. Outdated materials and unreliable internet connections hinder the integration of modern teaching tools. One teacher shared on this matter, “We sometimes cannot access modern teaching resources due to problematic internet connections that could enhance the effectiveness of our lessons.”
Varying levels of student proficiency: Another significant challenge is the wide disparity in students’ English language abilities. Some students demonstrate a solid grasp of writing fundamentals, while others struggle with basic sentence structures. This variability made it difficult to design lessons that cater to all. A teacher explained that, “Stronger students need more challenging exercises to stay engaged, while weaker students need more fundamental help. Balancing the two is a constant struggle.”
The struggle with student performance: The instructors also expressed general dissatisfaction with their students’ writing performance. They noted frequent grammatical and organizational errors even after multiple rounds of feedback. One teacher shared that, “Even after multiple revisions and feedback sessions, some students show minimal improvement.” This situation can be attributed to inadequate writing instruction at lower educational levels which places a heavier burden on university instructors to bridge the gap.
The call for reform: To address these issues, teachers highlighted the need for institutional reforms. They also advocated for smaller class sizes, reduced administrative workloads, and improved access to teaching resources. Professional development opportunities were another recurring aspect. As one instructor suggested, “Workshops and training on innovative teaching methods would help bridge the gap between theory and practice.”
Writing this paper revealed to me the resilience and dedication of these educators. Despite the numerous challenges they remain committed to improve their students’ writing skills. Their voices and thoughts underline the urgent need for change to support the teachers and enhance EFL writing instruction quality for every Bangladeshi students wellfare. The findings of this study are not just academic. Tthey also resonate with the everyday experiences of teachers who are struggling to make a difference in their classrooms. Addressing these challenges requires a collective effort. One that prioritizes the well-being of teachers and recognizes their so very important role in shaping the future of EFL education.