​Exploring Reticence to Write in L2

Notes for Teachers’ Professional Development

Abstract

Developing writing proficiency is essential to communicative competence in foreign language learning, yet Uruguayan public secondary students frequently display reluctance toward writing in English, as noted by their teachers. This study investigates EFL teachers’ perceptions regarding student engagement in writing, aiming to determine the prevalence and underlying causes of the identified reticence, as well as the instructional practices teachers employ to address it. Utilizing a descriptive, survey-based approach, the study collected 58 responses—about 5% of Uruguay’s public EFL teaching population—via an electronic questionnaire. The instrument comprised both multiple-choice and open-ended questions to enable quantitative and qualitative analysis. Results reveal that 52.8% of teachers view students as generally reticent to write in English, while 47.2% observe partial reluctance. Contributing factors include students’ low confidence, restricted vocabulary, inadequate early exposure to writing, and lack of engagement with tasks perceived as irrelevant to their interests. While 94% of teachers dedicate class time to writing, many highlight time constraints and curricular requirements as significant barriers to adopting a more systematic approach. The process approach to writing (47%) is the most widely implemented methodology, followed by the product approach (11.7%), with just 5.8% using a genre-based approach. Notably, 11.7% of teachers report unfamiliarity with any writing pedagogy. The findings underscore the need for greater emphasis on process- and genre-based writing instruction in EFL classrooms. Future research should examine the effectiveness of specific pedagogical interventions, explore student perspectives on writing reluctance, and consider the role of teacher training in improving writing outcomes in EFL contexts.