Abstract
In Bangladesh, English is taught as a compulsory course from class one till class 12. Still, the undergraduate students of Bangladesh cannot convey their thoughts in English. Students who come from the Bangla medium and pursue study at Tertiary level in non-English major subjects, they face enormous difficulties in their academic writing class. The present study aims to explore the writing problems of non-English major undergraduate students at Tertiary Level in Bangladesh. The study was conducted on 120 non-English major undergraduate students from different departments studying at Comilla University, Britannia University and National University. The study also has 30 teachers as participants. In this paper, the mixed approach method has been used, and data have been collected through questionnaires. Based on the data analysis, it’s perceived that Bangladeshi universities do not have well-integrated syllabus on academic writing to provide the chance of fair practice of writing skill in the classroom. This study also explores the importance of error analysis and error feedback, through which the teacher can motivate students to improve their writing. Besides, a few recommendations are provided to overcome writing problems. Keywords: Non-English major undergraduate students, writing problems, grammatical, spelling errors, feedback, English course, Tertiary level. DOI: 10.7176/JLLL/69-06 Publication date: June 30th 2020
Highlights
Writing is a strategy for speaking to language in a visual structure
Students who come from the Bangla medium and pursue study at Tertiary level in non-English major subjects, they face enormous difficulties in their academic writing class
The present study aims to explore the writing problems of non-English major undergraduate students at Tertiary Level in Bangladesh
Summary
Writing is a strategy for speaking to language in a visual structure It plays a significant role in expressing one’s ideas, thoughts, opinions, and attitudes. Hedge (1988:5) states that an excellent compact of writing in the English language classroom is undertaken as an aid to learning, such as to consolidate the knowledge of new structures or vocabulary or to facilitate students learn by heart new items of language. In this perspective, writing permits students to see their improvement, get feedback from the teacher, and empower teachers to monitor students and detect problems encountered.
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