Barriers to Writing Skill Development in English Learners: A Systematic Review of Quantitative Studies (2020–2024)
Niño B. Dela Salde
College Instructor, Davao Central College, Philippines.
Quennie E. Monte
College Instructor, Southeastern College of Padada, Philippines.
Lemuel J. Segara *
College Instructor, St. John Paul II College of Davao, Philippines.
Ariel E. San Jose
Southern Philippines Agri-Business and Marine and Aquatic School of Technology, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This systematic review explores the key barriers hindering writing skills development in English learners, particularly focusing on instructional methods, emotional factors, technological integration, and socio-cultural constraints. The study adhered to PRISMA guidelines and analyzed 30 peer-reviewed quantitative studies sourced from Scopus, PubMed, and Google Scholar. Inclusion criteria required empirical quantitative studies focusing on writing challenges among English learners, offering useful ideas that can help improve teaching, teacher training, and education policies. The study aimed to identify the primary factors impeding writing proficiency and examine how these challenges vary across demographics such as age, language proficiency, and educational background. This manuscript is important for the scientific community because it brings together recent research on the problems English learners face when developing writing skills. It clearly shows how different factors—like teaching methods, emotions, technology, and culture—affect writing. The study is especially helpful because it connects global teaching strategies with local challenges. Key findings show that writing anxiety and low self- efficacy undermine learner performance, while tools like Automated Writing Evaluation (AWE) systems and collaborative platforms can enhance engagement when properly guided by educators. Additionally, cognitive challenges, such as limited vocabulary and structural difficulties, are compounded by socio-economic factors and rigid curricula. The study underscores the need for holistic interventions that integrate effective pedagogy, emotional support, and technology. It calls for teacher training, equitable access to resources, and reforms that prioritize writing in English as a Foreign Language (EFL) instruction. Collaboration among educators, policymakers, and researchers is essential to overcome these barriers and foster student-centered learning environments that enhance writing proficiency. Lastly, this systematic research review focused on quantitative studies investigating factors impeding writing skill advancement in English learners.
Keywords: Writing skills development, english learners, process-based writing instruction, writing anxiety, self-efficacy, instructional methods, socio-cultural constraints, cognitive challenges