Examining Grade 12 Students’ Underperformance in English Essay Writing in National Exams in Cambodia: Insights From a Qualitative Study

Among the four macro skills in English language learning, writing plays a critical role in indicating students’ overall English proficiency. It is an essential skill, as essay writing is usually a key component of both national and international examinations. This study aims to examine English teachers’ perspectives on Grade 12 students’ underperformance in English essay writing in national examinations in Cambodia. It utilizes a qualitative case study approach and draws on in-depth interviews with 18 Grade 12 English teachers from various high schools across Cambodia. The findings revealed 10 key challenges contributing to Cambodian Grade 12 students’ underperformance or failure in English essay writing. These challenges included (a) students’ poor English backgrounds, (b) a lack of understanding of essay organizational structures, (c) limited English vocabulary, (d) difficulties with English grammar, (e) negative attitudes toward English essay writing, (f) English as an elective subject, (g) a lack of regular essay writing practice, (h) the limited quality of Grade 12 English teachers, (i) a lack of extensive English reading habits, and (j) other factors related to the education system. The study also identified several recommendations for improving students’ performance in English essay writing, such as improving students’ English language proficiency, making English a core exam subject, increasing essay writing practice, enhancing the quality of Grade 12 English teachers, and improving the overall education system. The study concludes with practical implications for concerned stakeholders in Cambodian general education and offers suggestions for future research.