Writing Assignments Difficulties, Factors, and Solutions: ESL Teachers' Perspectives.
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| Title: | Writing Assignments Difficulties, Factors, and Solutions: ESL Teachers' Perspectives. |
|---|---|
| Authors: | Farooqui, Afnan1 asfarooqui@uqu.edu.sa |
| Source: | Arab World English Journal. Dec2023, Vol. 14 Issue 4, p358-371. 14p. |
| Subject Terms: | *Teachers, *English as a foreign language, *English teachers, *Creative ability, *Writing processes, Essays, Focus (Linguistics) |
| Abstract: | Writing assignments have been considered challenging for English as a Second Language (ESL) students. Several studies have investigated writing difficulties, primarily focusing on lexical and grammatical problems. However, few studies have explored challenges at various stages of writing. This research examines teachers' views on the challenges ESL tertiary students face when writing descriptive essays in the three primary stages: pre-writing, during writing, and post-writing. It also explores the factors contributing to these challenges and provides suggestions for overcoming them. Explanatory research was conducted by collecting quantitative and qualitative data from a web-based questionnaire and semi-structured interviews and analyzing those datasets separately. Fifteen English teachers participated in the online survey, and five teachers underwent individual interviews. This research reveals the problems ESL tertiary students encounter at the different stages of writing essays. In the pre-writing stage, students struggled most with outlining. During writing, they worked most on avoiding plagiarism, writing well-structured sentences, and linking between sentences. In the post-writing stage, they worked most with editing and revising. The teachers identified a lack of knowledge and creativity, over-dependence on teacher feedback, and unawareness of the writing process as the main factors behind these difficulties. The teachers suggested numerous solutions to overcome the challenges, including continuous writing training, teacher guidance, and increasing students' awareness about writing stages by applying different digital techniques. [ABSTRACT FROM AUTHOR] |
| Copyright of Arab World English Journal is the property of Arab World English Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174595667 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Writing Assignments Difficulties, Factors, and Solutions: ESL Teachers' Perspectives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Farooqui%2C+Afnan%22">Farooqui, Afnan</searchLink><relatesTo>1</relatesTo><i> asfarooqui@uqu.edu.sa</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Arab+World+English+Journal%22">Arab World English Journal</searchLink>. Dec2023, Vol. 14 Issue 4, p358-371. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+%28Linguistics%29%22">Focus (Linguistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Writing assignments have been considered challenging for English as a Second Language (ESL) students. Several studies have investigated writing difficulties, primarily focusing on lexical and grammatical problems. However, few studies have explored challenges at various stages of writing. This research examines teachers' views on the challenges ESL tertiary students face when writing descriptive essays in the three primary stages: pre-writing, during writing, and post-writing. It also explores the factors contributing to these challenges and provides suggestions for overcoming them. Explanatory research was conducted by collecting quantitative and qualitative data from a web-based questionnaire and semi-structured interviews and analyzing those datasets separately. Fifteen English teachers participated in the online survey, and five teachers underwent individual interviews. This research reveals the problems ESL tertiary students encounter at the different stages of writing essays. In the pre-writing stage, students struggled most with outlining. During writing, they worked most on avoiding plagiarism, writing well-structured sentences, and linking between sentences. In the post-writing stage, they worked most with editing and revising. The teachers identified a lack of knowledge and creativity, over-dependence on teacher feedback, and unawareness of the writing process as the main factors behind these difficulties. The teachers suggested numerous solutions to overcome the challenges, including continuous writing training, teacher guidance, and increasing students' awareness about writing stages by applying different digital techniques. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Arab World English Journal is the property of Arab World English Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24093/awej/vol14no4.22 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 358 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: English teachers Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Writing processes Type: general – SubjectFull: Essays Type: general – SubjectFull: Focus (Linguistics) Type: general Titles: – TitleFull: Writing Assignments Difficulties, Factors, and Solutions: ESL Teachers' Perspectives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Farooqui, Afnan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 22299327 Numbering: – Type: volume Value: 14 – Type: issue Value: 4 Titles: – TitleFull: Arab World English Journal Type: main |
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