The Influence of Writing Constraints on the Accuracy of Written Production among EFL learners

Amal Ebrahem Hassan Bedalla

doi:10.58916/jhas.v10i3.856

المؤلفون

Amal Ebrahem Hassan Bedalla Department of English, Faculty of Arts, University of Tobruk, Tobruk, Libya مؤلف

DOI:

https://doi.org/10.58916/jhas.v10i3.856

الكلمات المفتاحية:

writing constraints، EFL writing، accuracy، lexical errors، grammatical accuracy, mechanical accuracy.

الملخص

This study examines the influence of writing constraints—such as limited time, word count, and task-specific instructions—on the accuracy of written production among sophomore students at the University of Tobruk. Writing constraints are widely used in language classrooms to simulate real-world writing scenarios, but their impact on learners’ ability to produce accurate written language remains underexplored. Despite the importance of this topic, few studies have investigated how such constraints affect the grammatical, lexical, and mechanical accuracy of EFL learners’ writing. This research aims to fill that gap by examining the effects of different constraints on the quality of student writing.

The study involved 40 intermediate-level sophomore students majoring in English. They were divided into a control group (writing without constraints) and an experimental group (writing under time limits, word count, and task-specific instructions). A quantitative approach was employed using error analysis and an independent samples t-test to assess writing accuracy. Data were collected through timed and untimed writing tasks. The findings showed that students writing under unconstrained conditions produced more accurate writing, particularly in terms of lexical and overall accuracy. Grammatical and mechanical accuracy appeared more stable and less affected by constraints.

These results underscore the importance of task design in writing instruction. Constraints such as time pressure and word count can negatively affect writing quality, especially for less proficient learners who may lack the cognitive resources to maintain accuracy. Educators are advised to balance structured writing tasks with opportunities for free expression to support learner development.

التنزيلات

تنزيل البيانات ليس متاحًا بعد.

السيرة الشخصية للمؤلف

Amal Ebrahem Hassan Bedalla، Department of English, Faculty of Arts, University of Tobruk, Tobruk, Libya
Academic Biography

I obtained a Bachelor's degree in English Language from the Faculty of Education, Omar Al-Mukhtar University, in 2007 with Distinction. In 2010, I was awarded a government scholarship to pursue postgraduate studies abroad. I subsequently earned a Master's degree in Teaching English as a Second Language (TESL) from the University of Oklahoma, United States, with Honors.

During my graduate studies, I conducted several research projects within my field of specialization. Additionally, I volunteered as an English language instructor for international learners at the International Communication Center (ICC) at the University of Oklahoma for a period of five months.

In 2014, I began my academic career at the Faculty of Education, University of Tobruk, where I served as Head of the English Department for one year. Later, I was transferred to the Faculty of Arts to continue my academic and research duties.

Publications
1. The Effects of Explicit and Implicit Corrective Feedback on Improving Grammatical Accuracy in Spoken English.
2. The Impact of Language Disorders on Learning English (Autistic Children as a Case Study).
3. The Correlation Between Reading Comprehension and Writing Performance.
4. The Importance of Error Correction in EFL Contexts: A Comprehensive Narrative Review.

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