Examining the Basic Level Students’ Writing Proficiency

Abstract

This paper examines the basic level of students’ writing proficiency and credibility in Nepali context. Most of the school teachers do not seem to be aware of the importance of students’ writing in English as a Foreign Language (EFL) classes at the age of six or seven, even if it is prescribed in the syllabus. The monitoring system has not been effectively implemented. Teachers have not been updated through regular training. Nor are they strictly rewarded or punished for their performances. Currently, basic-level student writing is an emerging task. Several scholars have worked on children’s literature, but there is not sufficient research on children’s basic writing. The study’s findings show that basic-level teachers mostly do not sincerely teach writing skills. Many of them are insufficiently aware of such skills themselves. Both language and literature can be enhanced through better writing skills. Writing skills are mandatory so that the literature genre can be enhanced. The writing skills promote both creative and research writing simultaneously. So, basic-level student’s writing skills have to be strengthened. Teaching writing skills is not as interesting as teaching fairy tales, fairy books, fables and Harry Potter kind of books. The study proposes that educators make students’ writing practice mandatory from class one. This paper employs the explanatory survey and document analysis methods.