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An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners
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Author(s): Jefferson K. (Kongu Engineering College, India & K. S. Rangasamy College of Arts and Science, India), Ramya Sri R. (Kongu Engineering College, India & K. S. Rangasamy College of Arts and Science, India)and Radhakrishnan V. (K. S. Rangasamy College of Arts and Science, India)
Copyright: 2020
Pages: 10
Source title:
Innovations and Technologies for Soft Skill Development and Learning
Source Author(s)/Editor(s): Suresh Kumar Nagarajan (VIT University, India)and Mohanasundaram R. (VIT University, India)
DOI: 10.4018/978-1-7998-3464-9.ch012
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Abstract
Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.
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