LEARNERS’ DIFFICULTIES AND PERCEIVED SOLUTIONS IN IELTS ACADEMIC WRITING ESSAYS: A STUDY OF LEARNERS’ PERSPECTIVES

Abstract

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.