LEARNERS’ DIFFICULTIES AND PERCEIVED SOLUTIONS IN IELTS ACADEMIC WRITING ESSAYS: A STUDY OF LEARNERS’ PERSPECTIVES
DOI:
https://doi.org/10.63506/jilc.1002.462Keywords:
IELTS Academic Writing Task 2; writing difficulties; learner perspectives; pedagogical solutionsAbstract
This qualitative study investigates learners’ perspectives on difficulties in IELTS Academic Writing Task 2 and practical solutions. Data were collected from eight learners enrolled in a small-group IELTS preparation class through classroom observation, analysis of their essays, and semi-structured interviews. Findings indicate four main difficulty areas: (1) task understanding; (2) idea organization and outlining; (3) linguistic limitations, particularly restricted vocabulary and limited grammatical range and accuracy; and (4) psychological barriers, including anxiety and low confidence. Participants also highlighted several strategies they perceived as helpful in addressing these difficulties, including model essay analysis, structured feedback from teachers and peers, and prewriting discussions to develop essay outlines. Pedagogical implications emphasize the need for integrated instruction that simultaneously fosters language accuracy, higher-order discourse competence, and strategic test-taking skills, while also addressing psychological barriers. The study suggests curriculum and classroom practices that combine cognitive, linguistic, and affective support to improve Task 2 performance.
Downloads
References
Al Noor, H. (2020). A Probe into the different aspects of ‘validity’ and ‘reliability’ of IELTS writing test. International Journal of English Literature and Social Sciences, 5(4), 968-972. https://ijels.com/upload_document/issue_files/21IJELS-106202047-AProbe.pdf
Alia, K., Saleh, H., & Waloyo, E. (2025). Exploring the challenges of generating ideas in academic writing among students of ELT Department of UIN Siber Syekh Nurjati Cirebon. Language, Education, Networks and Studies, 1(1), 11-20. https://www.syekhnurjati.ac.id/jurnal/index.php/lens/article/view/21602
Antony, J. I. (2023). The use of writing framework among international English language testing system learners in Pengkalan Ipoh. International Journal of Humanities Technology and Civilization, 8(1). 1-6. https://doi.org/10.15282/ijhtc.v8i1.8577
Arefsadr, S., Babaii, E., & Hashemi, M. R. (2022). Why IELTS candidates score low in writing: Investigating the effects of test design and scoring criteria on test-takers' grades in IELTS and World Englishes essay writing tests. International Journal of Language Testing, 12(2), 145-159. https://www.ijlt.ir/article_157131.html
Arzhadeeva, D., & Kudinova, N. (2020). Using debate to develop writing skills for IELTS Writing Task 2 among STEM students. Journal of Language and Education, 6(4), 30-43. https://doi.org/10.17323/jle.2020.10424
Bagheri, M. S., & Riasati, M. J. (2016). EFL graduate students’ IELTS writing problems and students’ and teachers’ beliefs and suggestions regarding writing skill improvement. Journal of Language Teaching and Research, 7(1), 198–209. https://www.academypublication.com/issues2/jltr/vol07/01/23.pdf
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa
British Council. (2024, September 29). Ace IELTS Writing Task 2: Tips for success. British Council IELTS. https://takeielts.britishcouncil.org/blog/ielts-writing-task-2-tips
Brown, J. D. (1998). Does IELTS preparation work?: An application of the content-adaptive model of language program evaluation. In International English Language Testing System (IELTS) Research Reports 1998, Volume 1 (pp. 20-37). IELTS Australia. https://ielts.org/researchers/our-research/research-reports/does-ielts-preparation-work-an-application-of-the-content-adaptive-model-of-language-program-evaluation
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. https://businesssciencedaily.com/qualitative-inquiry-research-design-creswell-poth-2018-4th-edition/
Damayanti, I. L., Hamied, F. A., Kartika-Ningsih, H., & Dharma, N. S. (2023). Building knowledge about language for teaching IELTS writing tasks: A genre-based approach. Studies in English Language and Education, 10(2), 756–776. https://jurnal.usk.ac.id/SiELE/article/view/26957/18049
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE. https://www.sagepub.com/shop/buy-a-book/the-sage-handbook-of-qualitative-research-5-242504
Farid, A., & Saifuddin, M. (2018). Designing IELTS writing material for learners with low level of English proficiency based on needs analysis. Journal of Research in Foreign Language Teaching (JRFLT), 1(1), 49-61. https://journal.unipdu.ac.id/index.php/jr/article/view/1153/870
Ganji, M. (2009). Teacher-correction, peer-correction and self-correction: Their impacts on Iranian students' IELTS essay writing performance. Journal of Asia TEFL, 6(1), 117-139. http://journal.asiatefl.org/sub/journal_detail.html?code=182216&?search=&year=2009&issueCode=13761&vol=6&year=2009&vol=6&issue=13761&Page=2&ckattempt=1
Gardiner, J. & Howlett, S. (2016). Student perceptions of four university gateway tests. University of Sydney Papers in TESOL, 11, 67-96. https://www.sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/research-centres-institutes-groups/uos-papers-in-tesol/volume-11/article03.pdf
Hoang, T. D., & Tran, V. A. (2026). An investigation into common errors made by Vietnamese learners in IELTS Writing Task 2. International Journal on Studies in English Language and Literature (IJSELL), 14(3), 1-9. https://arcjournals.org/pdfs/ijsell/v14-i3/1.pdf
Huynh, T. H. (2020). The status of using English at work by Vietnamese students after graduating from university. Universal Journal of Educational Research, 8(11), 5318-5321. DOI: 10.13189/ujer.2020.081133.
Iwashita, N., Sasaki, M., Stell, S., & Yucel, M. (2021). Japanese stakeholders’ perceptions of IELTS Writing and Speaking tests and their impact on communication and achievement. IELTS Research Reports Online Series, 4, 1-81. British Council, Cambridge Assessment English & IDP: IELTS Australia. https://people.acer.org/en/publications/japanese-stakeholders-perceptions-of-ielts-writing-and-speaking-t/
Jafary, M., Amani, S. F., & Benoit, B. (2023). Enhancing writing proficiency: the role of model essays as corrective feedback tools in IELTS writing task achievement and coherence/cohesion. English Language Teaching, 16(11), 1-17. https://doi.org/10.5539/elt.v16n11p1
Le, C., & Phan, A. N. Q. (2026). International language certificates in Vietnam’s high school graduation and university admissions: a policy analysis. Current Issues in Language Planning, 1–22. https://doi.org/10.1080/14664208.2026.2619339
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. https://uk.sagepub.com/en-gb/eur/naturalistic-inquiry/book842
Liu, F. L., & Deng, Z. M. (2019). Production-oriented approach to IELTS Writing Task 2. Journal of Literature and Art Studies, 9(11), 1200-1211. https://www.davidpublisher.org/Public/uploads/Contribute/5de61db3b2f96.pdf
Maharani, T. C. & Setyarini, S. (2019). Hear them out: Constraints encountered by IELTS students in the writing class. Edusentris, Jurnal Ilmu Pendidikan dan Pengajaran, 6(3), 116-129. https://ejournal.upi.edu/index.php/edusentris/article/view/73873
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. https://www.wiley.com/en-se/shop/general-introductory-education/qualitative-research-a-guide-to-design-and-implementation-4th-edition-p-9781119003601
Musiman, M., & Fitriana, M. (2024). Challenges in academic essay structuring: An error analysis of EFL learners. EXPOSE (Journal of English Education and for Specific Purpose), 2(2), 53-61. https://doi.org/10.36269/expose.v2i2.4594
Nguyen, B. T. T., Nguyen, T. T. B., & Phan, Q. N. (2022). Vietnamese IELTS learners’ perceptions of IELTS Writing Task 2 and their performance-based lexical resource. IELTS Research Reports Online Series, 5, 1-110.
Nguyen, H. N., & Nguyen, D. K. (2022). Vietnamese learners’ performance in the IELTS Writing Task 2: problems, causes, and suggestions. International Journal of TESOL & Education, 2(1), 170-189. https://doi.org/10.54855/ijte.222111
Nguyen, L. D. (2023). Non-English Majors’ Perceptions of English Proficiency Standards and CEFR-V in Tertiary Education in Vietnam. Vietnam Journal of Education, 7(2), 136-145. https://doi.org/10.52296/vje.2023.281
Nguyen, L. Q., & Le, H. V. (2022). Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis. Language Testing in Asia, 12(1), 1-20. https://doi.org/10.1186/s40468-022-00206-0
Pearson, W. S. (2019). Critical perspectives on the IELTS test. ELT Journal, 73(2), 197-206. https://doi.org/10.1093/elt/ccz006
Pearson, W. S. (2022). Student engagement with teacher written feedback on rehearsal essays undertaken in preparation for IELTS. Sage Open, 12(1), 1-17. DOI:10.1177/21582440221079842
Rizkina, M., & Adani, S. (2024). An analysis of the student's difficulties in developing ideas in a paragraph. Nusantara Hasana Journal, 4(4), 134-143. https://nusantarahasanajournal.com/index.php/nhj/article/view/1233
Speechful. (2026, June 23). The hidden IELTS writing formal register mistakes that quietly drop your Task 2 band score. https://speechful.ai/blog/ielts-writing-formal-register-task-2
Sun, Q., Chen, F., & Yin, S. (2023). The role and features of peer assessment feedback in college English writing. Frontiers in Psychology, 13, 1-16. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1070618/full
Tieu, L. T. C. & Baker, J. R. (2023). Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation. Innovation in Language Learning and Teaching, 17(2). 380-392, DOI: 10.1080/17501229.2022.2049799
Trang Hà (2023, June 18). 103 trường đại học xét tuyển bằng chứng chỉ IELTS năm 2023. Lao Động. https://laodong.vn/tuyen-sinh/103-truong-dai-hoc-xet-tuyen-bang-chung-chi-ielts-nam-2023-1206230.ldo
Truong, V. D., & Bui, T. T. T. (2022). Investigating difficulties of English-majored students in writing academic essays. European Journal of Foreign Language Teaching, 6(3). 178-186. https://oapub.org/edu/index.php/ejfl/article/view/4512/7147
Uba, S. Y., & Souidi, N. M. (2020). Students’ writing difficulties in English for business classes in Dhofar University, Oman. International Journal of Higher Education, 9(3), 1-86. DOI:10.5430/ijhe.v9n3p86
Uysal, H. H. (2010). A critical review of the IELTS writing test. ELT Journal, 64(3), 314-320. https://doi.org/10.1093/elt/ccp026
Wexler, N. (2019, June 24). Writing and cognitive load theory. ResearchED. https://researched.org.uk/2019/06/24/writing-and-cognitive-load-theory/
Wilson, J. (2010). Recent IELTS materials. ELT Journal, 64(2), 219-232. https://academic.oup.com/eltj/article-abstract/64/2/219/392313
Downloads
Published
Issue
Section
How to Cite
