Emirati and Saudi Students’ Writing Challenges at U.S. Universities

Murshidi, Ghadah Al

doi:10.5539/elt.v7n6p87

Cited by 9 publications

(7 citation statements)

References 15 publications

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“…Regarding writing, Al Murshidi (2014) reported that Saudi students need more coursework in academic writing to prepare them for their future disciplines. Al-Khairy (2013b) recommended that faculty give students intensive practice in writing paragraphs of reasonable length.…”

Section: Discussionmentioning

confidence: 99%

Factors Underlying Low Achievement of Saudi EFL Learners

Alrabai¹

2016

IJEL

104

121

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This paper is devoted to examining the factors responsible for the low achievement in English as a foreign language (EFL) among Saudi students. While some of these factors are demographic variables that pertain specifically to the learners themselves, such as gender, age, motivation, attitudes, aptitude, anxiety, autonomy, learning strategies, and learning style, most are external and outside the learners' control. These external factors are particularly represented by sociocultural factors, such as the influence of Arabic as the first language (L1); religion, culture, and society; instructional variables, such as teacher behavior and teaching styles, the curriculum, and the teaching methods; and finally, problems with the educational system in Saudi Arabia, such as overcrowded classes, lack of teacher training, and a lack of technology. This paper begins by emphasizing the importance of English language learning for Saudis, followed by an analysis and a discussion of the factors that might explain their lack of achievement. The paper concludes by presenting some implications and offering recommendations for EFL practitioners and policymakers in the Kingdom of Saudi Arabia (KSA) to address the factors contributing to low EFL achievement among Saudi learners.

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Section: Discussionmentioning

confidence: 99%

Factors Underlying Low Achievement of Saudi EFL Learners

Alrabai¹

2016

IJEL

104

121

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“…Saudi EFL learners seem to suffer from the same difficulty. Many studies examined the problem of vocabulary deficiency in EFL Saudi learners (e.g., Al-Khairy, 2013;Al-Murshidi, 2014;Al-Qahtani, 2016;Al-Rabai, 2016;Al-Saif & Milton, 2012;Hamouda, 2013;Khan, 2016;Milton, 2012;Rafada & Madini, 2017). In order to find out how serious the problem was, a vocabulary test was administered to a group of EFL students at Jubail College of Education, IAU University.…”

Section: Problem Of the Studymentioning

confidence: 99%

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Ahmad¹

2019

ELT

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The present study attempted to investigate the effect of multimedia glosses on EFL students’ vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.

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“…Undeniably, higher students in the non-English country tend to have particular difficulties in English writing. In higher education research, there are several contexts considering difficult in writing process, which represent literacy perspective, knowledge, technical aspect of writing, characteristics of language and the difference of linguistic and cultural background (Lea and Street as cited in Murshidi, 2014). Moreover, Phothongsunan (2016) claimed that difficulties faced by Thai University Academics" are classified into three types: (1) discursive challenges, non-discursive challenges, and (3) other challenges.…”

Section: Introductionmentioning

confidence: 99%

Challenges in Writing Academic Papers for International Publication Among Indonesian Graduates Students

Azizah

Budiman

2022

JEELS

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The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students’ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university’s support to prepare students’ writing. Finally, some suggestions related to students’ problem in writing for international publicationare are offered.

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Emirati and Saudi Students’ Writing Challenges at U.S. Universities

Cited by 9 publications

References 15 publications

Factors Underlying Low Achievement of Saudi EFL Learners

Factors Underlying Low Achievement of Saudi EFL Learners

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Challenges in Writing Academic Papers for International Publication Among Indonesian Graduates Students

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