Investigating the relative difficulty of Iraqi EFL learners in academic writing

Abstract EN

In this study, the researchers have aimed to identify the difficulties faced by the Iraqi EFL learners while writing academic texts.

Most previous studies on academic writing difficulties focused on specific factors like proficiency level, strategies, gender, etc.

In contrast, the present investigation is not limited to one particular factor.

Rather, it aims to prioritise the factors affecting academic writing in terms of their relative difficulty based on Iraqi EFL learners' responses to a questionnaire.

The results revealed that vocabulary, grammar, language exposure and reading were the most affecting factors in terms of their hierarchical importance.

Therefore, it is recommended to teach and include these factors at an earlier stage when teaching academic writing.