What Frustrates EFL Learners When Writing in English? Perspectives from Libyan EFL undergraduates

Writing is one of the most challenging skills in language learning, requiring a significant level of formal and academic language proficiency. Despite considerable efforts by instructors, learners continue to struggle, often feeling overwhelmed. This study aims to investigate the frustrations faced by learners of English as Foreign Language (EFL) when writing in English. Specifically, it seeks to: (1) identify common challenges in the writings of Libyan EFL learners, and (2) interpret the reasons behind these challenges. Using the nested mixed-method approach, data collection was in two phases: (a) an analysis of 20 writing samples, and (b) interviews with five learners. The analysis revealed multiple issues related to both authorial and mechanical aspects of writing. To address these challenges, learners should engage with academic texts appropriate to their proficiency levels, focusing on vocabulary, sentence structure, transitions, and organizational patterns. However, exposure to these texts must be accompanied by a commitment to diligent practice and active engagement in developing formal writing skills. Success in overcoming these challenges hinges on a combination of instruction, constructive feedback, and consistent practice to internalize essential language proficiency and writing conventions.