ANALYZING WRITING PROFICIENCY OF ESL LEARNERS IN RURAL AREAS

Abstract

This study evaluates the English writing performance of ESL learners in rural Tehsil Mian Channu, Khanewal, Punjab, Pakistan, focusing on the challenges they encounter. Its primary objectives were to assess learners’ writing proficiency and identify specific difficulties they face. The research addresses a critical gap by analyzing learners’ writing performance in rural Mian Channu, where English plays a vital role in academic and professional success. Given its global significance, enhancing learners’ English writing skills is essential for Pakistan’s development. Using both qualitative and quantitative methods, the study surveyed 100 systematically selected 9th and 10th-grade learners through structured questionnaires. Additionally, 20 teachers from rural government schools were interviewed to understand the teaching challenges. SPSS analysis revealed that 62% of learners confidently use spell checkers for familiar words but struggle with complex writing aspects. Specifically, 46% had difficulty with pronouns, 36% with tenses, and 52% with longer words. Positively, 75% were willing to rewrite texts, and 85% prioritized meaning over punctuation. Despite basic proficiency, learners lacked confidence in advanced writing techniques. Teachers interviews highlighted issues in teacher preparation, teaching methods, and parental involvement. The study calls for targeted interventions, improved teacher training, and increased learner and parental engagement to enhance English writing proficiency.