Exploring EFL Learners’ Experiences and Strategies in Sentence Writing: A Qualitative Study

Abstract

This study, Exploring EFL Learners’ Experiences and Strategies in Sentence Writing: A Qualitative Study, addresses an important yet underexplored area in second language writing research. While extensive research has focused on paragraph- and essay-level writing, sentence-level writing—particularly learners’ lived experiences and strategy use—has received comparatively limited attention in EFL contexts. Understanding how learners construct sentences is essential, as sentence-level competence forms the foundation for effective written communication. To address this gap, the present study adopted a qualitative interpretive design to explore learners’ perceptions, challenges, and strategies in sentence writing. The study was conducted at Baghlan University with 20 intermediate-level EFL learners selected through purposive sampling. Data were collected through semi-structured interviews, writing samples, and non-participant classroom observations, and analyzed using thematic analysis. The findings revealed four major themes: persistent grammatical difficulties (e.g., verb tense and subject–verb agreement), limited vocabulary affecting idea expression, the influence of affective factors such as writing anxiety and low confidence, and the use of cognitive, metacognitive, and social strategies, including translation, modeling, planning, revising, and seeking feedback. By highlighting the interplay of linguistic, cognitive, and emotional factors, this study contributes to a deeper understanding of sentence-level writing in EFL contexts. It also underscores the need for explicit instruction, strategy-based pedagogy, and supportive learning environments to enhance learners’ writing performance.