This paper aimed to identify whether or not Yemeni university translation program output meets the actual labor market needs, and to what extent the gap can be bridged. The study follows a purely qualitative approach. An empirical evaluation of translation programs in a sample of private and public universities was conducted. This evaluation involved a test administered to 10 BA English holders of Taiz University and UST. Findings revealed a gap between the outcomes of such programs and expectations. Participants were not qualified enough to translate various documents related to the labor market. In order to bridge this gap, some recommendations were put forward to the stakeholders.
Keywords:: translation programs, output, labor market needs, Yemeni universities
Building on evidence from prior research, this literature review focuses on academic writing problems in ESL /EFL contexts, bringing to the fore emerging approaches to academic writing and calling for a shift from writing across the curriculum program to writing in specialized centers to propagate the integration of writing rather than some fixed tasks throughout the curriculum. For the study purpose, a theoretical-based descriptive thematic procedure was adopted, while at the same time providing pedagogical implications for automated writing and evaluation. As aside, instituting multimodal composition that fully engages all senses connects the linguistic and non-linguistic (semiotic) dimension of meaning-making. It enhances written fluency and liberates learners from getting bogged down in grammatical flaws and beyond alphabetic literacy. Given the situation in the local Yemeni EFL context, the current review highlights that writing would remain in a state of limbo unless it is coupled with a timely intervention addressing the problems of writing from school to university in light of these refinements.
Keywords: Academic Writing (AW), Problems, ESL, EFL, corrective Intervention
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