Objective: This study investigated the difficulties Grade 10 students face in EFL writing classes at Aman Secondary and Preparatory School. Methods: A descriptive‑survey design was used. Eight Grade 10 English teachers were selected through a comprehensive sampling, and 97 students were chosen by simple random sampling. Five instruments gathered data: (1) a free‑writing test (document analysis), (2) a questionnaire with open‑ and closed-ended items, (3) classroom observation, (4) teacher interviews, and (5) student focus‑group discussions. Data were analysed qualitatively and quantitatively. Results: Key writing problems were poor organisation, limited vocabulary, faulty grammar, weak idea generation, and errors in punctuation, capitalization, and spelling. Contributing factors fell into four categories: Student-related, poor writing background, lack of practice, low interest, and overemphasis on language form. Teacher-related, limited attention to writing, low proficiency in teaching it, minimal guidance and feedback, and exclusion of practical writing from assessments. Class‑size overcrowded rooms that hinder individual support. Instructional‑material, an overly bulky textbook with too few relevant exercises and unfamiliar contexts. Conclusion: Writing instruction currently receives scant attention: students competence is low; teachers methodological proficiency needs improvement; large classes restrict practice; and textbook activities require revision. Stakeholders must prioritise writing by providing targeted teacher training, reducing class size, refining materials, and ensuring regular, practice-oriented assessment. Without such action, students will continue to miss a critical language skill.
Alehegn et al. (Tue,) studied this question.