Exploring the Reasons Behind Grade 7 Students' Reluctance Toward Writing in ESL Classrooms in Oman
Abstract
This study investigated Grade 7 students’ experiences with writing in English within an ESLclassroom context, focusing on their attitudes, perceived challenges, and preferred classroom practices. Aqualitative classroom-based action research design was adopted using questionnaires and semi-structuredinterviews to collect data from one Grade 7 class. The findings indicated that students’ experiences with writing were shaped by a combination of linguistic difficulty and classroom experience. Many learnersreported challenges related to grammar, sentence formation, spelling, vocabulary, and expressing ideas in written English, while some students demonstrated dependence on memorization and uncertainty when writing independently. At the same time, the findings suggested that students respond more positively to writing when lessons include structured support and interactive activities. Participants repeatedly emphasized the value of scaffolding strategies, memorable writing frameworks such as OREO,collaborative activities, and gamified classroom practices that make writing feel less intimidating and moreengaging. Overall, the study highlights the importance of creating writing environments that balancelanguage support with student engagement, suggesting that supportive and interactive classroom practices may contribute to improving students’ confidence, participation, and willingness to write in English.