The study probed students’ difficulties in writing using the process writing instructional strategy. The study is descriptive using a pretest, posttest control experimental design involving 60 participants, randomly selected, from Community Secondary school Rumuekini, in Obio-Akpor Local Government Area of Rivers State, Nigeria. The Instrument used for the study is the Process Based Students Writing Skills (PBSWS) comprising of three writing problems (Appendix I). Process method used is based mainly on students’ metacognitive skill of use of language, communicative ability, editing, spelling and sentence formation. (Anigbogu et al. 2025; Gonzalez, 2010). Data obtained from students pretest and requisite scores on writing, evaluated by the researcher, revealed that students had difficulties in the use of vocabulary (57%, ˣ ̅ 04. 3) organizing ideas into meaningful sentences (72%, 0. 28). Spelling (24%, x ̅: 0. 756) and inability to state ideas clearly (x ̅: 0. 56, 44%). However, the experimental group outperformed the control group in ability to state ideas clearly (x ̅: 0. 877), effective communication ability (x ̅: 0. 883) and editing with minimal difficulties. (34%, 0. 66). There is a significant difficulty among students taught using Process Writing Method on organization of ideas, use of vocabulary, students spelling ability, sentence formation and communicative ability, at 0. 05 significance level, and df (3289). Based on these results, it is recommended that teachers of L2 should adopt process writing skill to reduce writing difficulties among secondary school students, thereby improving their writing skills.
Margaret Samuelson Udo (Tue,) studied this question.