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Results show writing experiences are shaped by linguistic difficulty and classroom exposure, including grammar, sentence formation, spelling, vocabulary, and expressing ideas in writing. 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Al-Zadjali1  \n1College of Education, Sultan Qaboos University  \n[RanxXx820@gmail.com](RanxXx820@gmail.com)  \nSaleh Al-Busaidi (Corresponding author)2  \n[asad@squ.edu.om](asad@squ.edu.om)  \n2College of Education, Sultan Qaboos University  \nAbstract  \nThis study investigated Grade 7 students’ experiences with writing in English within an ESL classroom context, focusing on their attitudes, perceived challenges, and preferred classroom practices. A qualitative classroom-based action research design was adopted using questionnaires and semistructured interviews to collect data from one Grade 7 class. The findings indicated that students’experiences with writing were shaped by a combination of linguistic difficulty and classroom experience. Many learners reported challenges related to grammar, sentence formation, spelling, vocabulary, and expressing ideas in written English, while some students demonstrated dependence on memorization and uncertainty when writing independently. At the same time, the findings suggested that students respond more positively to writing when lessons include structured support and interactive activities. Participants repeatedly emphasized the value of scaffolding strategies, memorable writing frameworks such as OREO, collaborative activities, and gamified classroom practices that make writing feel less intimidating and more engaging. Overall, the study highlights the importance of creating writing environments that balance language support with student engagement, suggesting that supportive and interactive classroom practices may contribute to improving students’ confidence, participation, and willingness to write in English.  \nKeywords: ESL classroom, collaborative activities, scaffolding strategies  \n1. Background of the study  \nWriting is a fundamental skill in learning English as a Second Language (ESL) . It enables students to express ideas,  \norganize thoughts, and communicate  \neffectively. It is also essential for developing overall language proficiency. However, writing is often considered oneof the most difficult skills for ESL learners because it requires the integration of vocabulary, grammar, and sentence  \nstructure. In Omani schools, many middle school students face noticeable difficulties in writing in English. Grade 7 students, in particular, often struggle with limited vocabulary, incorrect grammar, and difficulties in constructing meaningful sentences. These challenges can make writing tasks feel intimidating and discouraging, leading students to develop negative attitudes toward writing. This issue is also evident in my own grade 7  \nclassroom, where several students show clear reluctance to engage in writing activities. Some students hesitate to start writing, others provide very short responses, and some express that writing in English is \"too hard\" . Such behaviours indicate that there are underlying factors affecting students' motivation, confidence, and  \nattitudes toward writing. Since this study is conducted within the context of classroom-based action research, it focuses on investigating this issue within my grade 7 students while also considering its relevance to similar ESL classrooms in Oman. Understanding the reasons behind students' reluctance to write is essential for improving teaching and creating amore supportive and engaging learning environment.  \nResearch Problem  \nDespite the importance of writing in ESL learning, many grade 7 students show low motivation and negative attitudes toward writing tasks in English. This issue is not limited to a single classroom but is commonly observed in similar educational contexts. In my grade 7 class, this reluctance is clearly reflected in students'behaviors and responses to writing activities. The fear and hesitation affects students' participation and limits their development in writing skills. However,  \nthe specific","cbCaisucT43MX3wk","https://ap.wps.com/l/cbCaisucT43MX3wk","pdf",787532,14,"English","# Abstract\n# Background of the Study\n# Research Problem\n# Aim of the Study\n# Research Questions\n# Significance of the Study\n# Literature Review","[{\"question\":\"What problem does the study address?\",\"answer\":\"Many Grade 7 students show low motivation and negative attitudes toward writing tasks in English, and the specific underlying reasons are not clearly identified.\"},{\"question\":\"How was data collected in the study?\",\"answer\":\"A qualitative classroom-based action research design was used, employing questionnaires and semi-structured interviews with students from one Grade 7 class.\"},{\"question\":\"What challenges do students report when writing in English?\",\"answer\":\"Students report difficulties with grammar, sentence formation, spelling, vocabulary, and expressing ideas in written English.\"}]","Exploring the Reasons Behind Grade 7 Students' Reluctance Toward Writing in ESL Classrooms in Oman | PDF",1790645742,35]