The Relationship between Saudi English Major University Students’ Writing Performance and Their Learning Style and Strategy Use

Abstract

This study investigates the link between writing tasks, learners' learning style preference, and writing strategy use. It also investigates if students with various proficiency levels stem from different learning style preference and use different writing strategies. This research attempts to answer the following research questions: what are the most common learning style preferences of Saudi undergraduate students majoring in English? what are the most common writing strategies used by Saudi students when writing an essay? Is the choice of writing strategy related to a learner's learning style preference and writing task, and how might they be linked with one another? And finally does the use of writing strategies contribute to students' writing performance? The sample of the study consisted of 74 Saudi female undergraduate students in their final year of their bachelor degree in King Abdulaziz University, Saudi Arabia. Two questionnaires were used: (a) the Perceptual Learning Style Preference by Reid (1987), and (b) a writing strategy questionnaire by Petri and Czárl (2003). Moreover, students were asked to choose one of the two TOEFL writing prompts to write an essay. The data received from the returned questionnaires and writing tests were analysed using descriptive and inferential statistics using SPSS19. Results indicated that Saudi female students were mostly auditory and group learners. As for the writing strategies, Saudi learners used more 'before writing' strategies than "during writing" strategies and "reviewing writing" strategies. Results revealed that there was no correlation between the participants' learning style preference and writing strategies, nor their use of writing strategies and their writing proficiency. As a whole, this study contributed to the ESL/EFL field by providing information on Saudi undergraduate female learners in terms of their preferred perceptual learning style, their level of writing proficiency, and indeed their use of writing strategies.

Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview

“…The dominant role of the teacher and the use of Arabic to teach English have resulted in students' reliance on inappropriate learning strategies such as memorization and rote learning (Alkubaidi, 2014;Almutairi, 2008;Alrabai, 2014;Fareh, 2010;Rajab, 2013). In English classes, most students employ memorization as their sole strategy for learning; they memorize things (e.g., paragraphs, grammar rules or vocabulary) without understanding their meanings and the way in which they are formed (Alkubaidi, 2014;Rajab, 2013).…”

“…English teaching and learning in Saudi education is teacher-centred rather than student-centred, which deters students from developing satisfactory language competence (Ahmed, 2014;Alkubaidi, 2014;Alrabai, 2014;Fareh, 2010;Rajab, 2013). In the Saudi academic culture, teachers dominate the learning process, and students rely on them as the main source of knowledge (Alkubaidi, 2014;Alrabai, 2014).…”

“…In the Saudi academic culture, teachers dominate the learning process, and students rely on them as the main source of knowledge (Alkubaidi, 2014;Alrabai, 2014). According to Fareh (2010), English teachers spend the majority of the lesson talking and rarely allow students a chance to speak or ask questions; thus, classes are usually quiet as students take a passive role in the learning process (Alkubaidi, 2014).…”

“…In the Saudi academic culture, teachers dominate the learning process, and students rely on them as the main source of knowledge (Alkubaidi, 2014;Alrabai, 2014). According to Fareh (2010), English teachers spend the majority of the lesson talking and rarely allow students a chance to speak or ask questions; thus, classes are usually quiet as students take a passive role in the learning process (Alkubaidi, 2014). In addition, Al-Johani (2009) stated that, during English classes, teachers spend most of the time illustrating and explaining the items of the new lesson verbally or writing on the board, while students are passive listeners and their responsibility is to record what has been taught and copy from the board.…”

Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

“…He stated that: " In English language classes in Saudi Arabia, teachers are considered authoritative characters who dominate the learning process; they adopt the role of presenters of knowledge rather facilitators of learning (Alrabai, 2014). Consequently, learners in this context rely on their teachers as the main source of knowledge (Alkubaidi, 2014) and are typically considered passive observers" (p. 24). In addition, English language learning level is generally rated as low at Saudi public schools (BinObaid, 2016;Springsteen, 2014;Wiseman, Sadaawi, & Alromi, 2008).…”