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Rethinking Writing Support: Student Satisfaction and Writing Development in a Hybrid Model in UAE Higher Education.

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Bibliographic Details
Title: Rethinking Writing Support: Student Satisfaction and Writing Development in a Hybrid Model in UAE Higher Education.
Authors: Proff, Alexandria1 alexandria.proff@aurak.ac.ae, Al-Shidrawi, Shadi1 shadi.shidrawi@aurak.ac.ae, Musalam, Rasha2 700046468@uaeu.ac.ae
Source: Journal of International Students. 2026, Vol. 16 Issue 7, p137-163. 27p.
Subject Terms: *Student satisfaction, *Higher education, *Written communication, *Multilingual education, *Tutors & tutoring, Inferential statistics
Geographic Terms: United Arab Emirates
Abstract: This study examines the effectiveness of a hybrid academic writing center (AWC) at a university in the United Arab Emirates. Using a quantitative, cross-sectional survey design (n=238), the research investigates the relationships between student satisfaction, service usage frequency, and perceived improvement in academic writing. It also compares student perceptions of online versus in-person support. Data were analyzed using ANOVA, paired t tests, and ordinal logistic regression. The findings indicate that sustained engagement (five or more visits) is a significant predictor of higher satisfaction and greater perceived writing improvement, regardless of academic major or year. Students perceived in-person services as significantly more effective than online alternatives, with service modality accounting for a substantial proportion of the variance in perceived effectiveness (η² = .25). These results underscore the need for writing centers to foster continued face-to-face engagement while also enhancing online support to better serve the needs of international and multilingual student populations. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study examines the effectiveness of a hybrid academic writing center (AWC) at a university in the United Arab Emirates. Using a quantitative, cross-sectional survey design (n=238), the research investigates the relationships between student satisfaction, service usage frequency, and perceived improvement in academic writing. It also compares student perceptions of online versus in-person support. Data were analyzed using ANOVA, paired t tests, and ordinal logistic regression. The findings indicate that sustained engagement (five or more visits) is a significant predictor of higher satisfaction and greater perceived writing improvement, regardless of academic major or year. Students perceived in-person services as significantly more effective than online alternatives, with service modality accounting for a substantial proportion of the variance in perceived effectiveness (η² = .25). These results underscore the need for writing centers to foster continued face-to-face engagement while also enhancing online support to better serve the needs of international and multilingual student populations. [ABSTRACT FROM AUTHOR]
ISSN:21623104
DOI:10.32674/2zsrs434