STUDYING THE NEEDS OF HIGH SCHOOL STUDENTS IN DEVELOPING WRITING SKILLS IN ENGLISH
Abstract
Writing proficiency is a critical skill for L2 English learners, particularly in academic settings where English is the medium of instruction. However, learners who struggle with English confront several obstacles, such as grammatical mistakes, a small vocabulary, and issues with punctuation, organization, and consistency. These challenges impair their capacity for clear communication and strong academic performance. This research examines the complex nature of L2 learners' writing difficulties and highlights the need of using specialized teaching techniques to solve these problems. In order to promote language development, this study emphasizes the necessity of a well-rounded strategy that incorporates writing-for-learning and writing-for-writing assignments. Teachers may foster inclusive settings that help kids succeed academically and write more effectively by addressing particular issues and using focused interventions. Future studies should investigate cutting-edge teaching strategies for successfully improving L2 writing abilities.
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