العوائق الهيكلية والاجتماعية والثقافية أمام تدريس الكتابة باللغة الإنجليزية كلغة أجنبية:

Abstract

Teaching English writing skills was found a difficult endeavor since it required proper circumstances so that teachers could carry out their tasks successfully which would effectively increase the learners' linguistic and communicative competencies. Comprehensively, EFL instructors in general, and Iraqi teachers in particular, faced several difficulties while teaching writing.  Therefore, this study aimed to investigate these challenges that accordingly affected the learners’ writing performance and outcome. The study adopted a qualitative research design with a case study approach. The data was collected by interviewing 20 English teachers who lived in Basra Province, South of Iraq, and taught at either private or public secondary schools. Twenty semi-structured interviews were conducted. The collected data were analyzed descriptively and tabled to summarize the results. The findings showed that some factors were contributing to the challenges that the teachers confronted which were resembled, successively, by the educational/ institutional, sociocultural, psychological, and economic factors. The study results would assist teachers and administrators in considering these problems in teaching writing skills and devising strategies for overcoming them in the future.