Students’ writing performance in higher education: An empirical study in English creative writing class

Abstract

This study investigated students’ writing performance concerning the problems that obstruct their perception of good writing skills. It also examined students’ ability to identify their composition, including their introductory paragraph, supporting sentences, concluding paragraph, supporting sentences, concluding paragraph, and correcting linguistic errors such as spelling, grammar, and punctuation, among other things. Using a qualitative method, data were collected from undergraduate students who enrolled in a creative writing class. Thirteen students, ages twenty to twenty-one, took part in the interview process to find out more about the strategies and resources available to them for enhancing the linguistic accuracy of their writing. The findings revealed that most of the students’ issues were related to language use. Mastering a second language is a different issue, in that, they must learn the grammar, vocabulary, syntactic structures, and other aspects of the new language. Students who had difficulty reading and writing in English had to work harder to develop concepts and thoughts for their writing assignments.

Keywords: Creative writing; English language; higher education; performance; undergraduate.