In junior middle school English teaching, writing instruction is one of the main tasks running through the curriculum. The emergence of English writing errors in junior middle school will profoundly impact students' future English learning and can even become habitual mistakes. Therefore, it is essential to address these issues, identify common error patterns, and adopt targeted and feasible measures to improve students' English writing proficiency. In this study, two ninth-grade classes from Beidou Middle School in Zhangzhou City were selected for investigation and experimentation over one semester using investigative and experimental research methods. This empirical study found that students' main problems in writing are a fear of writing and a lack of vocabulary. The experimental results show that contemporary teaching strategies and personalized instruction significantly improve students' interest in English learning, learning attitudes, and writing levels.

Cai Peiling. A Practical Study on English Writing Problems and Teaching Strategies in Junior Middle School. Frontiers in Educational Research (2024) Vol. 7, Issue 8: 67-74. https://doi.org/10.25236/FER.2024.070811.

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