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ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
A Study on Major Elements of Writing Difficulties and the
Effectiveness of Using EZ Writing Template in Writing Process of
ESL Writers
Norhartini Aripin, Noor Hanim Rahmat, Muna Liyana Muhamad Tarmizi
Academy Pengajian Bahasa, UiTM Shah Alam,40450 Shah Alam, Selangor, Malaysia
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.922ILEIID0037
Received: 26 September 2025; Accepted: 03 October 2025; Published: 22 October 2025
ABSTRACT
Composing a well-produced piece of writing is quite challenging for most writers, especially for ESL writers
who need to sync and blend with some writing techniques and writing elements. This situation portrays the fact
that writing is a complex skill to learn, which causes writing difficulties among the ESL writers. Hence, the
writers should be guided properly by the writing instructors to regulate them throughout the entire writing
process. The main objective of this study is to investigate the major elements of writing difficulties faced by ESL
writers in the writing class. Also, the study aims to identify the effectiveness of using writing templates while
composing the essays. A pilot study involved a sample of 30 participants from a local tertiary institution. To
obtain pertinent data, an adapted questionnaire was distributed to the participants. Findings from the study
revealed that the participants found writing difficult because they are not familiar with different types of writing.
Findings also showed that the goal for the essay writing is sometimes hard to achieve and students need to know
what to write in each paragraph (mean score=2.7). It was also found that the overall mean of how the respondents
perceived the writing template being used in the writing process was high. The insights obtained are also crucial
to improve teaching and learning of ESL academic writing.
Keywords: (ESL writing, composing process, writing difficulties, writing template)
INTRODUCTION
Writing can be defined as the acts of thinking, composing, and encoding language into text. It is crucially
essential for ESL writers specifically for the students at tertiary level. Al-Khazraji (2019) pinpointed the
importance of learning writing for the students and the need for enhancing writing skill in an academic setting.
It shows that writing skill requires the ESL writers to gather and organize ideas in polished and comprehensible
products to readers. This skill urges the writers to communicate, express ideas and thoughts with a decent
language use (Akram et al.2020). In a different view, a writer should concern on vocabulary, coherent and
cohesive, spelling, grammar, and other writing mechanics besides applying critical thinking during a writing
process.
Despite the importance of mastering writing skill for ESL writers, this skill has been perceived as an onerous
skill due to some difficulties faced by the writers. Writing has become the most difficult skill in which the writers
have to go through complex processes that engage several competencies (Ruqiyah et al.,2021). There are several
aspects of writing difficulties committed by the writers such as structural, grammatical, mechanical, and
vocabulary (Ariyanti & Fitriana, 2017; Ginting, 2019; Sabarun, 2019; Toba et al.,2019).
Writing difficulties usually occur in the writing process from pre-writing until reviewing the written text. Morgan
(2016) states that writers will get stuck when they want to begin writing the first idea of the topic, confused to
write the thesis statement, think of audiences’ perception, fear or failure while writing because they have
difficulties expressing ideas, feeling and experience. Consequently, they could not produce their ideas in well-
written paragraphs or essays.
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Briefly, ESL writers are expected to master writing skills, especially students at the tertiary level. This skill is
crucial as it requires the writers to develop critical thinking skills as well as communication skills. Developing
writing competencies is important for successful communication at all levels of the education system (Akram et
al.,2020). To generate a well-organised composition, ESL writers should be aware of the writing process
involving planning, translating, and reviewing (Bulqiyah et al.,2021).
However, the problems occur when the writers fail to organize their writing due to several writing difficulties.
Abdul Hadi et al. (2024) suggested a study to investigate students who are lacking writing knowledge and the
potential writing difficulties during the composing process. Noorezam et al. (2024) proposed future studies to
investigate other elements of writing difficulties. Besides that, the writers are clueless on how to produce well-
organised compositions as they do not have a proper writing guideline or template to regulate their writing step-
by step. As suggested by Rahmat (2023), writing instructors should teach a variety of writing skills such as brain-
storming, mind-mapping, and making detailed outlines before the actual write-up.
Therefore, this quantitative study is intended to investigate several major elements of writing difficulties, and to
identify the effectiveness of EZ writing template that the writers use while composing the essays. Specifically,
this study is done to answer the following questions.
1. What are the main writing difficulties that influence the composing process of ESL writers in the writing
class?
2. How does the EZ writing template help ESL writers in composing essays in the writing class?
LITERATURE REVIEW
Writing Skill and ESL Writing
Writing is a complex skill and it involves social and cognitive processes. Parnabas et al. (2022) defines writing
as a process of constructing ideas and conveying them to the reader through paragraphs and statements.
Meanwhile, Hasnawati et al. (2023) described writing as a process that involves pre-writing, drafting, revising,
editing, and proofreading stages, which provides a systematic approach to the writing process. Guneyli (2016)
defined writing as a transferring process that involves emotions, opinions and thoughts based on language rules
and symbols. Besides that, the researcher also identifies writing as a social cognitive skill of an individual to
represent himself or herself through writing. In fact, writing is said as a skill that promotes social interaction
between writers and readers. Instead of sharing ideas, writers are also capable of sharing feelings and convincing
others through their writing (Aluemalai and Maniam, 2020). Besides connecting the writers to the readers,
writing is also known as a process of transferring ideas, information, and thoughts that the writers plan in their
mind.
ESL writing on the other hand demands ESL writers to communicate their ideas through writing using their
second language. As such, this process becomes complex when the language proficiency of the writers becomes
a matter. Al- Sawalha et al. (2012) also state the complexity of learning writing in the second language as they
claim that the process is much more complicated than writing in one’s native language. The process demands
ESL writers to learn and apply some specific processes and strategies to produce good text. The most important
thing is the writers must ensure that the written text should be successfully delivered to the readers.
Writing Process
In the composing process, writers need a strategic plan and technique. Skilled and strategic writers will have
purposes for their writing, and they know how to adjust their purpose for each writing task (Al-Jarrah et.al,
2018). The researchers also state that students with writing problems normally do not have a proper plan for their
writing. Furthermore, in the writing process, besides having good writing skill, writers should have specific plans
such as using writing strategies to produce good written products. This has been supported by Grabe and Kaplan
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(2014) who agree that strategic writers will use strategies and skills when they construct paragraphs. According
to Lakshmi (2006), writing process involves 5 stages as follows;
Stage 1: Prewriting
• Students write on topics based on their own experiences.
• Students gather and organize ideas.
• Students define a topic sentence.
• Students write an outline for their writing.
Stage 2: Drafting
• Students write a rough draft.
• Students emphasize content rather than mechanics.
Stage 3: Revising
• Students reread their writings.
• Students share their writings with teachers.
•Students participate constructively in discussions about their writing with their teacher.
•Students make changes in their compositions to reflect the reactions and comments of the teacher. Also,
students make substantive rather than only minor changes.
Stage 4: Editing
• Students proofread their own writings.
• Students increasingly identify and correct their own mechanical errors.
Stage 5: Publishing
• Students make the final copy of their writings.
• Students publish their writings in appropriate forms.
• Students share their finished writings with the teacher.
Despite its complexity, the process of ESL writing involves a few stages to be called a complete writing process.
Planning, drafting, rewriting, and editing are the four processes that make up the writing process and there is no
sequence to the stages (Mohd Yunos et al.,2023). Additionally, studies on the ESL writing process were first
pioneered by Flower and Hayes (1981), who came out with a theory of the writing process. The studies on ESL
writing process were later prolonged and explored by many other researchers (Noorezam et al.,2024; Parnabas
et al.,2022; Rahmat, 2018; Veerappan et .al, 2013; Silin and Chan, 2015). The model viewed the ESL writing
process as a repeating or recursive process that involves three major elements: planning, translating, and
reviewing. These processes, however, can be combined at one time and writers are free to apply the stages
without restricting themselves to orderly follow a linear process.
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Figure 1: Writing Process model (Adapted from Flower and Hayes, 1981)
Writing Difficulties
In the writing process, students need proper guidance and assistance to compose well-organised essays. The
failure to develop the skill has caused the students to struggle in their writing process. Writing requires a level
of sophistication and understanding that can be difficult to master, especially for those who have not yet
developed their writing skills (Park, 2020). The struggle to develop writing skill can be associated with some
writing difficulties that the students encounter. The difficulties are sourced from many factors such as cognitive
demands, language commands, physiology, and others. Baharudin et al (2023), proposed that the difficulties
stem from several areas such as strong language command, strict conventions and structure of academic writing,
and critical thinking process. These overwhelming writing difficulties make academic writing more challenging
to the ESL writers.
Additionally, it is important for the students to understand the conventions of academic writing such as using
proper grammar and punctuations. They are also expected to think critically and analyse complex topics during
the writing process. However, the students who have problems mastering the English language will have
difficulties writing. According to Parnabas et al. (2022), students face challenges in transforming ideas into
written form due to their low English proficiency and often struggle with coherence, cohesion, grammar,
vocabulary, and overall essay structure. Meanwhile, Bulqiyah et al., (2021) found that writing difficulties can be
sourced from affective problems such as students’ and lecturers’ attitudes while learning and teaching essay,
cognitive problems which are their difficulties to transfer information, and linguistics problems in grammar,
structure of the essay and vocabulary. These writing difficulties can be a challenge for those whose English is
not their dominant language which makes writing a complex process.
Past Studies
In a recent study by Baharudin et al. (2023) the researchers found that the writing process is a systematic
approach that the writers refer to when writing their essays. The study investigated 179 ESL learners in the centre
of foundation study. Based on the study, the students feel frustrated and perceive writing as difficult since they
are unable to meet the writing goals when they are writing. During pre-writing, ESL students are found to employ
the strategy of jotting down words or drafting notes related to the assigned topic. By involving in the before-
writing process through brainstorming of ideas, it can help these learners to overcome their difficulty in writing
from the very beginning. The study also found that ESL students were actively involved in the while-writing
stage as they reread the writing to find ideas and to connect them. The study concludes that pre-writing stage
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and while-writing stage as the crucial stages in the writing process since both stages have set a certain template
that they need to follow while writing. Therefore, it is believed that ESL students should be guided by proper
writing instructions in the writing classroom to minimize the writing difficulties and writing anxiety.
A study conducted by Abdul Hadi et al., (2024) investigated the challenges students encountered in composing
essays for extended writing. The quantitative study involved 169 pre-university students from the Centre of
foundation studies. The study utilized purposive sampling and a survey analysis using SPSS version 29. Based
on the findings the learners tended to struggle in constructing written texts in academic writing. Besides that,
another difficulty that they faced was the struggle in achieving the writing goals such as lack of prior knowledge
on specific points to be written about in each body paragraph. Aside from that, familiarity of various essays or
text structures also played an equal role in writing. In addition, instructions and explanations given by lecturers
when it comes to writing essays were also important for the students to avoid obstructions in the writing process.
Conceptual Framework
Source: Bryne (1988) Ausubel (1968) , Silian & Wilkinson (1994)
Figure 2: Conceptual Framework of the Study-The Concept of EZ Writing
Figure above shows the conceptual framework. The need for EZ writing is because writers face difficulties when
they wrote. According to Bryne (1988), the difficulties can be categorized as linguistic, physiology and cognitive.
What makes writing even more difficult is that the composing process involves three main stages such as
planning, translating, and reviewing (Flower & Hayes, 1981).
Hence EZ writing was constructed bearing roots from classic theories of graphic organizers by Ausubel (1968)
and scaffolding by Silliman & Wilkinson (1994). The theory of graphic organizers states that learning can be
facilitated using a template (EZ template). This template provides a visual of representation of the concepts used
in writing. The concepts help students see the relationship between ideas when they wrote. Next, the use of EZ
writing acts as scaffolds to help students write. The scaffolds provide temporary support to learners so they can
grasp the writing task using the guidelines provided.
METHODOLOGY
This quantitative study is intended to investigate some major elements of writing difficulties that influence
writers’ writing process. Besides that, the study aims to identify the effectiveness of using instructional
scaffolding, namely EZ writing template during the composing process of ESL writers. To meet the study
purposes, a pilot study was conducted to 30 participants of a local institution in Selangor. The participants
enrolled in an English course called LCC113 and they have been taught writing for 14 weeks. A writing template
has been introduced and used by the writing lecturer to regulate the writers during the composing process. To
obtain the pertinent data, a survey questionnaire was administered through google form. The instrument used a
5 Likert-scale survey rooted from Flower and Hayes (1981). The gathered data were then analysed using SPSS
29.0.
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RESULTS AND DISCUSSION
Findings for Demographic Profile: Gender of the Respondents There were 30 participants involved in the study.
the proportion of the respondents based on gender are as follows;
Figure 3: Gender of Respondents
Figure 3 shows the gender of the respondents for the study. The finding shows that 69.4% are female, and 30.6%
are male.
Findings for Research question 1: What are the main writing difficulties that influence the composing process
of ESL writers in the writing class?
The table below presents the mean score for seven different factors contributing to writing difficulties.
Table 1: Mean for Writing Difficulties
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As reported by the respondents, the highest mean score that contributed to writing difficulties was 2.7
representing item 1,2 and 6. The findings indicate that the participants find writing difficult because they are not
familiar with different types of writing, the goal for the essay writing is sometimes hard to achieve and they need
to know what to write in each paragraph. Furthermore, the respondents agreed that writing is difficult because
they do not have background knowledge of the topic given and they are unsure of the writing process (Mean
score=2.5). Findings also show that participants feel that essay writing is difficult because the teachers’
instruction on what to do is sometimes not clear and sometimes they feel that the teachers’ explanations make
the writing more difficult.
Findings for Research question 2: How does EZ writing template help ESL writers in composing essays in the
writing class?
Table 2 below presents the mean score of how the respondents perceive the writing template being used in the
writing process.
Table 2: Mean for The Effectiveness of EZ Writing Template
Based on the findings in Table 4.3, the overall mean of how the respondents perceive the writing template being
used in the writing process was high. The highest mean score recorded was 4.5, where the respondents stated
that (1)they are able to learn writing with their classmates with the help of the template, (2) the respondents
agreed that the template allows them to learn writing step-by-step, (3) the template contains clear information
on how to write a good introduction, and (4) they feel at ease whenever they use the writing template during the
composing process. Aside from that, the finding indicates that the template provides a clear guideline to write a
complete essay (Mean=4.4). Next, the respondents found that the template contains clear information on how to
write each developmental paragraph and clear information to write a good conclusion.
DISCUSSION
Based on the analysis derived from research question 1, the findings of the study were presented in the following
section. The first part regarded writing difficulties faced by ESL writers during the composing process. The
findings from a survey questionnaire reveals that writing difficulties can derive from rhetorical situations, goal
setting and individual paragraphs. In a study by Hamzah et al. (2024), the similar findings were retrieved in
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which rhetorical situations, goal setting, and individual paragraphs scored high mean scores. From the result of
item 1, students mostly picked out the highest response to being unfamiliar with different types of writing as the
one of the sources of writing difficulties. The percentage of item 2 also has the most response in which they set
the goal for their essay writing. Hamzah et al. (2024) indicates the similar finding in their study. Setting goals
can help the students to keep focus on the writing task.
However, Ceylan (2019) reveals a contradictory view in which most of the participants did not set their goal
when they started writing. Furthermore, item 3 and item 4 indicate the lowest mean score (1.8), whereas
participants’ writing difficulties encountered with teaching instruction and teacher explanation. The finding
reveals that participants did not see these two factors as the problems in the writing process. This indicates that
the participants have been clearly instructed before they start writing. Tseng (2019) states that clear and explicit
writing instructions will help students to have a better understanding of the writing process. However, the result
opposes the previous studies by Ceylan (2019) whereas the teacher's insufficient writing instructions lead to the
problems during the writing task. Furthermore, item 5 and item 7 deal with writers’ long-term memory and
writing process. From the result, students picked out the neutral response for both items in which they agreed
that they did not have background knowledge about the given topics and they were unsure of the writing process.
Finally, item 6 reveals individual paragraphs as the significant problem encountered in the writing process. The
result indicates that students did not know what to write in each paragraph.
Next, the discussion is concerning the effectiveness of using EZ writing template during the composing process
by ESL writers. Based on the findings, the mean scores for all the seven items were high (Mean: 4.3-4.5).
According to Bulqiyah et al. (2021), using templates is one of the effective writing strategies. In the study, the
researchers stated that the writers were guided by an outline or template while writing. The lecturer should guide
the students properly by using a step-to-step procedure so that the students feel comfortable in writing their
essays (Ariyanti& Fitriana, 2017). Hence, having this EZ template as writing guideline has proven that the
students were at ease while writing as displayed in item 7 where most students picked out the highest response
(mean:4.5) to feeling at ease whenever they use the template during my essay writing. Overall, it can be
summarized that the EZ template has helped ESL writers in composing essays in the writing class.
CONCLUSION
Summary of Findings
In the writing process of ESL writers, it is common for the writers to face many writing difficulties that might
influence their writing performance. In this study, it has been found that the most difficulties that the students
encountered in their writing process were goal setting, rhetorical situations, and individual paragraphs. They
admitted that they had writing problems when they were not familiar with the types of writing. Besides that, the
students stated that the process of writing was complicated when they were expected to achieve the writing goal
especially when they did not know what to write in each paragraph. However, it was good to know that they did
not agree that teachers’ explanations and instructions made the writing task difficult. This shows that the students
did not have problems understanding teachers’ explanations, as well as getting clear instructions during the
writing process. This situation can be related to the procedure that the teacher conducts in the writing class. In
the study, it was found that the students were properly guided by a writing template called EZ writing template
that has helped them to write. This can be proven from the data that most students agreed that the EZ writing
template guided them to write step-by-step, besides containing clear information on how to write a good
introduction, to develop good paragraphs and to write a good conclusion. The students also admitted that using
the EZ writing template, they managed to write a complete essay without any hassles.
Pedagogical Implications of the study
The present study delves into the difficulties faced by the ESL writers in composing their essays. Based on the
discussion of findings, it was notified that both students and teachers were impacted from these challenges. These
difficulties have caused the students to perceive writing as a difficult and complicated skill. According to Al
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Murshidi (2014), the arduous nature of writing causes a significant number of instructors to perceive it as the
most challenging skill to impart. By acknowledging these writing difficulties, a comprehensive understanding
can be gained to develop more advantageous guidance for both teachers and students. The findings potentially
have valuable implications for identifying and proposing viable solutions to the issue at hand. Incorporating the
writing template when teaching writing could help the teachers to furnish their students with a proper writing
procedure. Hence, the students will be more metaconscious in their writing process, which helps them to produce
organized essays.
Suggestions for Future Research
Future research should explore a more thorough investigation of the ESL writers’ challenges and difficulties in
writing. It is also suggested for the future scholars to conduct semi-structured interviews to obtain students and
teachers’ perspectives on the writing difficulties. Having their personal perceptions about this issue will give a
better insight for more fruitful findings. More respondents can be involved in the study to gather a rich data in
which to probe deeper investigation on the writing difficulties. Future studies may also consider exploring some
strategies that could help the students to overcome the difficulties in writing. Overall, this study had provided
valuable insights into how students perceived their writing process and their difficulties in academic writing.
ACKNOWLEDGEMENTS
Deepest gratitude is conveyed to all the authors for their dedication and hard work.
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