Why Learners Fail ESOL and Functional Skills Reading and Writing Exams: Causes, Assessment Realities and Preventive Strategies
- Shams Bhatti
- Dec 23, 2025
- 15 min read
Author Note
Shams Bhatti is an experienced English language educator, assessment writer and quality-assurance practitioner with over two decades of teaching experience across universities, industrial training centres and UK further education colleges. He specialises in ESOL, Functional Skills English and CEFR-aligned assessment design, with extensive experience in producing exam-style materials, diagnostic assessments, item banks and mark schemes aligned with UK awarding bodies’ standards. His professional work focuses on demystifying assessment language, improving learner outcomes and supporting educators through evidence-based content development and quality assurance.
Introduction
Success in UK English language qualifications, particularly ESOL Skills for Life and Functional Skills English at Levels 1 and 2, is frequently misunderstood by learners and, at times, oversimplified within teaching practice. Underperformance is often attributed to weak grammar, limited vocabulary or low academic ability. However, evidence drawn from awarding-body specifications, examiner feedback, standardisation commentary and classroom-based assessment analysis consistently indicates a different underlying cause: insufficient assessment literacy.
Across UK awarding organisations, reading and writing assessments are designed to evaluate a defined set of assessment constructs, including comprehension, interpretation, information retrieval, inference, relevance, coherence and task fulfilment. These constructs are operationalised through a stable and predictable range of question categories, command verbs and task formats, regardless of text topic or exam board. Reading assessments repeatedly test candidates’ ability to identify purpose, extract explicit detail, distinguish fact from opinion, infer meaning and interpret language in context. Writing assessments, similarly, assess functional written communication through controlled tasks such as emails, letters, articles, explanations and integrated reading-to-writing responses, with marking criteria focused on content relevance, organisation, register, cohesion and accuracy.
Learners who fail to achieve the required standard frequently demonstrate adequate language knowledge in isolation, yet struggle to apply it under assessment conditions. This is not due to linguistic deficit, but to unfamiliarity with the language of assessment itself: functional academic vocabulary embedded in questions, predictable collocations common to public and workplace texts, and the implicit expectations governing audience awareness, purpose, tone and structural control. These features are integral to the assessment objectives set by awarding bodies, yet they are often insufficiently foregrounded in exam preparation.
For this reason, the article begins by systematically outlining the full taxonomy of reading and writing question types used across UK exam boards, establishing a clear assessment framework applicable to any ESOL or Functional Skills candidate. It then analyses ten recurrent challenges—five in Reading and five in Writing—that consistently inhibit performance, illustrating each through authentic exam-style examples and pairing them with explicit, level-appropriate strategies aligned to awarding-body criteria.
The aim is not merely to describe common errors, but to surface the implicit rules that govern assessment judgment, enabling learners to understand how their responses are interpreted and marked. By aligning preparation with assessment objectives rather than intuition or assumption, exam success becomes a function of strategic awareness and informed practice rather than perceived ability.
With this assessment framework in place, the discussion now turns to the types of reading assessment questions most commonly used by UK exam boards, which form the foundation for all effective reading exam preparation.
Reading Assessment Question Types Used by UK ESOL and Functional Skills Exam Boards
1. Multiple-Choice Questions (MCQs)
What is tested
understanding of main ideas
understanding of detail
vocabulary in context
inference
Typical learner task
Choose the correct answer.
Assessment focus
selecting meaning rather than producing language
recognising paraphrase
2. Short Answer Questions
What is tested
literal comprehension
ability to locate and extract information
Typical learner task
Give one reason…
Write one example from the text.
Assessment focus
concise written response
spelling and meaning accuracy
3. Identifying Main Idea / Purpose
What is tested
global understanding of the text
recognising the writer’s intention
Typical learner task
What is the main purpose of the text?
Why was this text written?
4. Identifying Specific Detail
What is tested
scanning skills
accuracy in retrieving explicit information
Typical learner task
According to the text, when does the course start?
5. Fact vs Opinion Identification
What is tested
critical reading
recognising opinion markers
Typical learner task
Which statement is an opinion?
Identify one fact and one opinion.
6. Inference Questions
What is tested
reading between the lines
implied meaning
Typical learner task
What can be inferred about the writer’s attitude?
7. Vocabulary in Context
What is tested
understanding word meaning from context
functional and academic vocabulary
Typical learner task
What does the word “policy” most nearly mean in the text?
8. Matching Headings to Paragraphs
What is tested
summarising paragraph meaning
identifying topic focus
Typical learner task
Match each paragraph to the correct heading.
9. Matching Information Across Texts
What is tested
comparison skills
locating related information
Typical learner task
Match the statements to the correct text.
10. Sequencing / Ordering Information
What is tested
understanding logical order
recognising process or chronology
Typical learner task
Put the instructions in the correct order.
11. Identifying Writer’s Purpose or Audience
What is tested
awareness of the audience
understanding tone and intention
Typical learner task
Who is the intended audience for this text?
12. Identifying Tone or Attitude
What is tested
evaluative reading
recognition of stance
Typical learner task
How does the writer feel about the issue?
13. Using Information to Complete a Task
What is tested
functional reading
application of information
Typical learner task
Use the information in the text to complete the form.
14. Summarising Information
What is tested
selecting key points
paraphrasing
Typical learner task
Summarise two main points from the text.
15. Comparing Information from Two Texts
What is tested
synthesis skills
recognising similarities and differences
Typical learner task
Compare the two texts and give one similarity.
16. Identifying Organisational Features
What is tested
awareness of layout and structure
Typical learner task
How does the heading help the reader?
17. Identifying Text Type
What is tested
genre awareness
Typical learner task
What type of text is this?
18. True / False / Not Given
What is tested
accuracy of interpretation
Typical learner task
Are the statements true, false or not given?
Key Examiner Insight
UK exam boards do not reward memorisation. They reward:
accurate interpretation of questions
understanding of functional vocabulary
recognition of predictable text patterns
Learners who fail usually misread the question, not the text.
Writing Assessment Task Types Used by UK ESOL and Functional Skills Exam Boards
1. Short Message / Note Writing
What is tested
ability to communicate a clear purpose
basic sentence control
appropriate tone
Typical learner task
Write a short note explaining why you cannot attend the class.
Assessment focus
clarity of message
relevance to the task
basic punctuation and spelling
2. Form Filling (Sentence-Level Writing)
What is tested
accuracy at the sentence level
ability to extract and use information appropriately
Typical learner task
Complete the form using information from the text.
Assessment focus
correct grammar
accurate spelling of keywords
appropriateness of responses
3. Email Writing (Formal or Semi-Formal)
What is tested
awareness of the audience
appropriate register
organisation and clarity
Typical learner task
Write an email to your tutor/manager explaining a problem.
Assessment focus
opening and closing conventions
clear explanation
appropriate tone
4. Letter Writing (Formal or Informal)
What is tested
control of format
audience awareness
functional accuracy
Typical learner task
Write a letter to complain about a service you received.
Assessment focus
structure (opening, body, closing)
purpose fulfilment
consistency of register
5. Paragraph Writing (Single Focus)
What is tested
ability to develop one main idea
sentence linking
Typical learner task
Write a paragraph explaining why exercise is important.
Assessment focus
topic sentence
logical progression
basic cohesion
6. Article Writing (Short Functional Article)
What is tested
organisation across paragraphs
explanation and simple argument
Typical learner task
Write an article explaining the benefits of public transport.
Assessment focus
introduction and conclusion
paragraph focus
clarity of ideas
7. Opinion Writing
What is tested
expressing views clearly
basic justification
Typical learner task
Give your opinion on working from home and explain your reasons.
Assessment focus
clarity of opinion
supporting reasons
appropriate linking words
8. Explanation Writing
What is tested
logical sequencing
cause and effect
Typical learner task
Explain how recycling helps the environment.
Assessment focus
clear explanation
sequencing language (because, as a result)
factual accuracy
9. Instruction Writing
What is tested
clarity
use of imperatives and sequencing
Typical learner task
Write instructions explaining how to register for a course.
Assessment focus
logical order
clear steps
functional language
10. Narrative Writing
What is tested
chronological sequencing
past tense control
Typical learner task
Write about a memorable experience.
Assessment focus
coherence
tense consistency
relevance
11. Writing to Describe
What is tested
descriptive vocabulary
sentence control
Typical learner task
Describe a place you like to visit.
Assessment focus
clarity
appropriate adjectives
sentence variety (simple → complex)
12. Writing to Compare
What is tested
ability to identify similarities or differences
Typical learner task
Compare studying online and studying in a classroom.
Assessment focus
comparison language (both, however, whereas)
organisation
clarity of contrast
13. Writing to Persuade
What is tested
presenting reasons
audience awareness
Typical learner task
Write an email persuading your manager to change your working hours.
Assessment focus
logical reasoning
appropriate tone
effectiveness of the argument
14. Writing Based on Reading (Integrated Task)
What is tested
ability to use information from a text
summarising and adapting content
Typical learner task
Use the information in the article to write an email to a friend.
Assessment focus
accurate selection of information
paraphrasing
relevance
15. Extended Writing Task
What is tested
sustained writing
organisation, cohesion and accuracy
Typical learner task
Write an article discussing the advantages and disadvantages of social media.
Assessment focus
structure across paragraphs
range of vocabulary
grammatical control under pressure
Key Examiner Insight
In Writing assessments, examiners prioritise:
Task fulfilment (Has the learner answered the question?)
Clarity and organisation
Appropriate tone and register
Accuracy in high-impact areas (verbs, sentence boundaries, capitalisation)
Advanced vocabulary is not required. Clear, purposeful communication is.
Having established the range of reading and writing question categories and task formats used across UK awarding bodies, it becomes clear that these assessments are neither arbitrary nor unpredictable. However, familiarity with task types alone does not guarantee success. What consistently differentiates high-performing candidates from those who underachieve is their ability to interpret assessment demands accurately and respond in line with marking criteria under exam conditions. The following section, therefore, shifts focus from what learners are assessed on to where and why they commonly encounter difficulty, analysing the recurrent challenges that arise when candidates lack strategic awareness of task expectations, linguistic conventions and assessment constructs.
Reading Comprehension Challenges
Reading Challenge 1: Limited Functional and Academic Vocabulary
At ESOL and Functional Skills Levels 1 and 2, learners are not expected to understand literary or technical vocabulary. However, they are expected to recognise functional academic vocabulary used in public, workplace, and educational texts, as well as in exam questions.
Example Reading Passage
The college has recently introduced a new attendance policy for all students. This policy aims to improve punctuality and encourage learners to attend classes regularly. Students who arrive late may miss important information, which can affect their progress over time. For this reason, attendance is closely monitored by teaching staff.
Example Exam Question
What is the main purpose of the new attendance policy?
Model Answer
To improve punctuality and encourage regular attendance so that students do not miss important information.
Why learners struggle
Learners may understand attendance and late, but struggle with words such as policy, purpose, aims and affect, which are frequent in exam questions.
Practical Solutions
Learn vocabulary through exam question phrases, not isolated words
Practise replacing formal words with simpler synonyms during reading
Keep a personal list of common Functional Skills command words
Reading Challenge 2: Weak Understanding of Collocation
What collocation means
Collocations are predictable word partnerships commonly used in formal and functional English. Exams assume familiarity with these combinations.
Example Reading Passage
All employees must follow health and safety rules while working on the site. These rules are designed to reduce the risk of accidents and protect staff members. If employees do not comply with health and safety regulations, they may be asked to leave the workplace. As a result, it is important to follow all instructions carefully.
Example Exam Question
Why are health and safety rules important according to the text?
Model Answer
Because they reduce the risk of accidents and protect staff members.
Why learners struggle
Learners may understand individual words but fail to process health and safety or reduce the risk as complete ideas.
Practical Solutions
Learn collocations as fixed phrases, not separate words
Highlight repeated word partnerships when reading
Group collocations by topic (work, education, health)
Reading Challenge 3: Misunderstanding Question Types
This challenge frequently causes failure even when reading comprehension is otherwise strong.
Example Reading Passage
Many people believe that working from home improves work–life balance. In my view, employees are often more productive when they are able to manage their own time. However, some employers argue that teamwork is more effective in an office environment. As a result, opinions on remote work continue to differ.
Example Exam Question
Which sentence expresses the writer’s opinion?
Model Answer
“In my view, employees are often more productive when they are able to manage their own time.”
Why learners struggle
Learners often treat all written information as factual and miss opinion markers such as I believe or in my view.
Practical Solutions
Learn common opinion signals used in exams
Practise identifying fact vs opinion in short texts
Always ask: Is the writer giving information or expressing a view?
Reading Challenge 4: Surface Reading Instead of Meaning Reading
Example Reading Passage
The local council introduced new recycling bins across the city last year. Although some residents were unsure at first, the scheme has been successful. Since the bins were introduced, the amount of household waste sent to landfill has decreased. This shows that small changes can have a positive environmental impact.
Example Exam Question
Why did the council introduce the new recycling bins?
Model Answer
To reduce the amount of waste sent to landfill.
Why learners struggle
Learners search for repeated words instead of understanding cause and purpose.
Practical Solutions
Focus on why and because relationships
Summarise each paragraph in one short sentence
Avoid copying phrases without understanding them
Reading Challenge 5: Poor Exam Strategy and Time Management
Example Reading Passage
Arriving on time for lessons is important for all students. When learners arrive late, they may interrupt the class and miss key instructions. This can make it harder to understand future lessons. For this reason, students are encouraged to plan their journeys carefully.
Example Exam Question
Give one reason why students should arrive on time.
Model Answer
Because they may miss key instructions if they arrive late.
Practical Solutions
Read the question before reading the text in detail
Scan for information linked directly to the question
Do not spend excessive time on one item
Reading Challenge 6: Identifying and Explaining Language Techniques
Example Reading Passage
The local council describes the new recycling scheme as a small step with a big impact. It explains that every recycled item helps protect the environment and reduce waste. By comparing recycling to a chain reaction, the council suggests that individual actions can lead to wider change. This language encourages residents to feel that their contribution is important and worthwhile.
Example Exam Question
Identify one language technique used in the text and explain its effect on the reader.
Model Answer
The writer uses a metaphor by describing the recycling scheme as a small step with a big impact. This makes the reader feel that even small actions are powerful and encourages them to take part in recycling.
Practical Solutions
· Learn a limited, high-frequency set of techniques commonly tested (e.g. metaphor, simile, repetition, emotive language, rhetorical question)
· Use a clear response structure:
· Technique → Evidence → Effect
· Practise using sentence frames such as:
· The writer uses… to make the reader feel…
· Avoid naming multiple techniques; focus on one technique, explained clearly
· Remember: no explanation = no marks, even if the technique is correctly identified
WRITING Skills Challanges
Writing Challenge 1: Using Spoken Vocabulary Instead of Written Vocabulary
Example Writing Task
Write an email to your tutor explaining why you were late to class.
Weak Response (spoken style)
I was late because the bus was really bad and there were loads of people on it. I tried to get there on time but it just didn’t work out.
Improved Response
I was late because the bus was delayed due to heavy traffic. As a result, I arrived later than expected. I apologise for the inconvenience caused.
Key Improvement
More formal vocabulary, clearer explanation and appropriate tone.
Writing Challenge 2: Incorrect or Missing Collocations
Example Writing Task
Write a short complaint about a service you received.
Weak Response
I want to do a complaint because the service was not good and the staff did not help me properly.
Improved Response
I would like to make a complaint about the service I received. The staff were unhelpful and the issue was not resolved, despite my request for assistance.
Key Improvement
Correct collocation (make a complaint) and clearer structure.
Writing Challenge 3: Poor Organisation and Paragraphing
Example Writing Task
Write a short article explaining the benefits of regular exercise.
Weak Response
Exercise is good for health and people feel better and it helps stress and also you can meet people and it is important for everyone.
Improved Response
Regular exercise is important for maintaining good health. It helps people stay physically fit and can reduce stress levels. In addition, exercise can improve mental wellbeing and encourage social interaction. For these reasons, regular physical activity benefits people of all ages.
Writing Challenge 4: Misunderstanding the Task Purpose
Example Writing Task
Write a note explaining why you cannot attend class tomorrow.
Weak Response
Yesterday I went to the doctor and then I met my friend and after that I felt tired.
Improved Response
I am unable to attend class tomorrow because I have a medical appointment in the morning. I will return to class as normal the following day.
Writing Challenge 5: Grammar Accuracy Under Exam Pressure
Example Writing Task
Write a short paragraph about a place you recently visited.
Weak Response
last week i visit london with my family it very busy but i enjoy the trip.
Improved Response
Last week, I visited London with my family. Although the city was very busy, I enjoyed the trip and found it interesting.
Writing Challenge 6: Run-On Sentences
Example Writing Task
Write a short paragraph explaining why good time management is important for students.
Weak Response
Good time management is important for students it helps them complete their work on time they feel less stressed and they can focus better in class and this improves their results it also helps them balance study and personal life and they do not feel tired all the time.
Improved Response
Good time management is important for students because it helps them complete their work on time. As a result, they feel less stressed and are able to focus better in class. When students manage their time effectively, they are less likely to rush their assignments or miss deadlines. In addition, good time management helps students balance their studies with personal responsibilities. Overall, it supports better academic performance and well-being.
Writing Challenge 7: Punctuation
Example Writing Task
Write a short article explaining why regular attendance is important for students.
Weak Response
regular attendance is important for students it helps them understand lessons better when students attend class regularly they do not miss important information teachers can explain new topics and answer questions attendance also helps students stay organised and confident however when students miss classes they often fall behind it becomes difficult to catch up and this can affect their progress students should attend classes regularly to succeed.
Improved Response
Regular attendance is important for students because it helps them understand lessons more effectively. When students attend classes regularly, they do not miss important information or instructions. Teachers are able to explain new topics clearly and answer questions as they arise. Attendance also helps students stay organised and confident in their learning. However, when students miss classes, they often fall behind in their work. As a result, it becomes difficult to catch up with missed lessons. This can negatively affect their progress over time. For these reasons, students should attend classes regularly to succeed.
Writing Challenge 8: Handwriting Legibility and Typing Speed
Handwriting and typing speed are often overlooked in English language preparation, yet they can directly influence exam outcomes. UK awarding bodies assess written communication, not presentation style; however, examiners must be able to read and interpret responses accurately and within time constraints. Where handwriting is unclear or typing is excessively slow, otherwise competent learners may fail to demonstrate their true ability.
At Levels 1 and 2, marks are awarded for clarity, coherence, accuracy and task fulfilment. If an examiner cannot confidently read a response, or if a learner fails to complete the task due to time pressure, marks are inevitably lost. In this sense, handwriting and typing speed function as access skills, not optional extras.
Conclusion
From an assessment perspective, failure in ESOL and Functional Skills English is rarely caused by linguistic inability. It is far more often the result of instructional mismatch, a gap between what learners practise and what examinations are designed to measure. Too much emphasis is placed on isolated grammar and vocabulary exercises, while insufficient attention is given to exam literacy, functional language patterns, task interpretation and assessment constructs.
At Levels 1 and 2, UK English examinations are highly structured and remarkably consistent. The range of reading question categories is limited and predictable, the same functional vocabulary and collocations recur across texts and the writing tasks follow stable, recognisable formats. When learners are explicitly taught how these question types operate, how tasks are judged and how marks are awarded, outcomes improve significantly. When this guidance is absent, underperformance is frequently misinterpreted as a lack of ability rather than a lack of strategic preparation.
This article has therefore deliberately progressed from a systematic mapping of reading and writing task types to an analysis of recurrent learner challenges, and finally to practical, assessment-aligned solutions. The central argument is straightforward: success in ESOL and Functional Skills English is not accidental. It is the product of informed teaching, transparent assessment practices and learners’ understanding of how their responses are evaluated. When preparation aligns with assessment reality, achievement at these levels should be the norm rather than the exception.
Recommended Online Practice Platforms
Learners are strongly encouraged to practise using authentic-style materials rather than random worksheets.
Functional Skills Reading and Writing practice with clear explanations.
High-quality ESOL and Functional Skills worksheets and mock tasks.
City & Guilds (Sample materials section)
Authentic exam-style practice tasks and specifications.
Sample assessments and learner support materials.
Recommended Books for Learners and Teachers
© Shams Bhatti, Keystone Academic Consultants Ltd. All rights reserved.
This material has been created by Shams Bhatti and is published by Keystone Academic Consultants Ltd. It may be used, printed and shared for non-commercial educational purposes, including classroom teaching, learner self-study and internal staff training, provided that the material is not altered and that full credit is given to the author and the company.
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