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This paper examines teaching and learning processes of writing and identifies students’ writing deficiencies in the English Department at Djilali Liabes University. 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\nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nWriting Deficiency among EFL University Students:  \nCauses and Solutions  \nThe Case of English LMD Students at Djilali Liabes University  \nMiloud Bouchefra  \nDjilali Liabes University, Sidi Bel Abbes  \nB.p N° 89 Sidi Bel Abbes 22000, Algeria  \n[E-mail: miloud.bouchefra@yahoo.com](E-mail: miloud.bouchefra@yahoo.com)  \nDoi:10.7575/aiac.alls.v.6n.4p.92  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.92](http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.92)  \nReceived: 22/03/2015  \nAccepted: 31/05/2015  \nAbstract  \nWriting is a basic skill in language and believed to be the hardest one to teach and learn (Walters, 1987) as the writer must transcribe his/her thoughts while maintaining control over a number of aspects varying from word choice and spelling to overall text structure and layout. In addition to its multifaceted nature, writing requires a huge amount of effort and practice on the part of the learner in order to reach a standard acceptable level. The aim of the present paper is to analyse the process of teaching/learning of writing and address learners’writing deficiencies at the level of English language department at Djilali Liabes University. Additionally, through a number of research tools, reasons lying behind this problem have been identified and areas that students find most challenging in writing have been pinpointed. More importantly, the present study also puts forward a number of suggestions and solutions, most important of which is the adoption of an instructional framework for writing based on purposeful eclecticism.  \nKeywords: Writing deficiency, written expression, module, approach, practice  \n1. Introduction  \nHundreds of students enrol annually in English language department at Djilali Liabes University, for the degree of Bachelor of Arts in English language didactics. As part of their studies, those students are required to write essays throughout the six semesters they are supposed to spend at the university, and sit for written examinations at the end of every semester. However, their inability to write adequately affects their grades negatively and sparks off the everlasting debate over students ’writing deficiency. The reasons behind this deficiency have been traditionally attributed to poor English language instruction at medium and secondary schools’ levels as low entry requirements permit the admission of all students, even those who lack the rudimentary basics of English language. Regarding the mediocrity and deterioration that Algerian educational system is witnessing, raising the entry requirements and imposing higher admittance standards will result in nothing but depriving students, who are victims of the poor educational system in the first place, from pursuing their studies in a field of their choice. Furthermore, even after joining the university, students find themselves in an environment, which does not cater for their needs appropriately, and lack some of the basic requirements needed to support and enable them to develop their language skills properly, especially writing that has a direct impact on students’ academic pursuit.  \n2. Writing Instruction  \nWriting instruction has been widely subjected to constant change of views, as the principles underpinning the teaching of this skill have been highly controversial. Driven by the disputation over which skill(s) contributes the most to effective writing, teaching of writing fell within two conflicting categories. The first one entails the supporters of“Product-oriented approach”, who see writing as a means of presenting information rather than informing, and whose primary concerns are the final results and accuracy of grammatical and syntactical structures. As imitation and transforming model texts are the main activities in which learners are engaged (Jones, 2006)","cbCailHT2j4wSBZY","https://ap.wps.com/l/cbCailHT2j4wSBZY","pdf",308330,11,"English","# Introduction\n# Writing Instruction","[{\"question\":\"What is the paper’s main purpose regarding writing deficiencies?\",\"answer\":\"To analyze the teaching/learning process of writing and address students’ writing deficiencies in the English Department at Djilali Liabes University, identifying causes and challenging areas and proposing solutions.\"},{\"question\":\"Why is writing considered difficult for learners?\",\"answer\":\"Because learners must transcribe thoughts while controlling many aspects at once, including word choice, spelling, and the overall structure and layout of the text.\"},{\"question\":\"What approaches to writing are discussed in the instruction section?\",\"answer\":\"A product-oriented approach focused on accuracy and final results, a process-oriented approach focused on writing as creative self-discovery, and a third eclectic stream that combines strategies from multiple approaches.\"}]","Flourishing Creativity & Literacy - Writing Deficiency among EFL University Students: Causes and Solutions - The Case of English LMD Students at Djilali Liabes University | PDF",1792067675,28]