An Action Research on EFL Writing Dilemmas: A Case of Saudi Students and Instructors

Abstract

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, the Saudi students face difficulty to develop the writing competence in a foreign language because they rely on instructors as a sole source of knowledge. Therefore, the study investigated the English language writing in a university in Saudi Arabia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the instructors view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Saudi Higher Education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Saudi learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Saudi students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Saudi learners in university language classrooms analyzing their perceptions and expectations.

Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study

“…As can be seen from the above discussion of results, this research's findings are in line with the findings of previous EA research on common writing errors of Saudi students: (Huwari & Al-Khasawneh, 2013;Hafiz et al 2018;Alkubaidi, 2019;Ababneh, 2017;Sawalmeh, 2013;Alhaysony, 2012;and Alasfour, 2018). These findings can be summarized in the following points:…”

“…The third cause was memorization of writing topics (84%). This finding also is in line with (Alkubaidi, 2019;Hafiz et al, 2018) who believed that their students memorized the content of writing to feel secure and have high grades. These reasons for memorization of writing paragraphs apply as well in our context with our students.…”

“…Teachers added other writing problems faced by their students which are similar to the ones in previous research like poor language knowledge, lack of writing practice (Hafiz et al, 2018), lack of time to recycle and practice vocabulary, lack of student motivation (Alkubaidi, 2019), and lack of awareness of the importance of writing and finally the inability to elaborate main ideas and provide supporting details. VF (verb form), VT (verb tense), S-V (subject-verb agreement), P (pronoun), Prep (preposition), A(article), SS (Sentence structure), SP (spelling), P (punctuation), WW (wrong word), T (total number of errors)…”

“…Writing errors occur due to several reasons: "English is not the means of instruction in the educational system of Saudi Arabia, the students are less exposed to English in daily or academic communication, and they are weaker at English, especially in writing skills" (Al haysony, 2012, p. 64) and the lack of the social aspects of writing; authentic purpose, audience and context (Alkubaidi, 2019). This is in addition to the importance given to teaching reading and listening at the expense of writing (Huwari & Al-Khasawneh, 2013).…”

Analysis of Underlying Reasons for Low Saudi EFL Performance

“…In this study (Alkubaidi, 2019) investigated the relying of Saudi EFL learners on their teachers in writing and the effects this reliance has on the students. An action group research and three main phases have been applied.…”