احمد العيساوي2026-06-072026-06-07https://dspace.academy.edu.ly/handle/123456789/2175Writing is a fundamental language skill that plays a crucial role vin academic success. However, many EFL students face persistent difficulties in developing effective writing abilities. This study aims to investigate the writing needs and challenges of Libyan EFL final-year secondary school students. To achieve the objectives of the study, a mixed-methods approach was adopted. Quantitative data were collected through a questionnaire administered to 36 final-year secondary school students, while qualitative data were obtained through semi-structured interviews. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were analyzed thematically to identify recurring patterns related to students' writing needs and challenges. The findings reveal that students experience significant challenges in several areas of writing, including grammar usage, limited vocabulary, spelling, and thoughts organization. The interview findings further highlight students' lack of confidence, fear of making mistakes, and a limited use of pre-writing strategies as key factors contributing to their writing difficulties. Based on these findings, the study recommends placing greater emphasis on writing instruction, providing students with more opportunities for practice, feedback, and vocabulary development. These recommendations aim to improve students' writing skills.Writing is a fundamental language skill that plays a crucial role vin academic success. However, many EFL students face persistent difficulties in developing effective writing abilities. This study aims to investigate the writing needs and challenges of Libyan EFL final-year secondary school students. To achieve the objectives of the study, a mixed-methods approach was adopted. Quantitative data were collected through a questionnaire administered to 36 final-year secondary school students, while qualitative data were obtained through semi-structured interviews. The questionnaire data were analyzed using descriptive statistics, whereas the interview data were analyzed thematically to identify recurring patterns related to students' writing needs and challenges. The findings reveal that students experience significant challenges in several areas of writing, including grammar usage, limited vocabulary, spelling, and thoughts organization. The interview findings further highlight students' lack of confidence, fear of making mistakes, and a limited use of pre-writing strategies as key factors contributing to their writing difficulties. Based on these findings, the study recommends placing greater emphasis on writing instruction, providing students with more opportunities for practice, feedback, and vocabulary development. These recommendations aim to improve students' writing skills.اللغة الأنجليزية