Views: 214
Arab World English Journal (AWEJ) Volume 17. Number 3, September 2026 Pp. 488-508
Despite its pedagogical value, narrative writing remains underutilized in Saudi English as a Foreign Language (EFL) curricula, and limited research has examined Saudi female university students’ experiences and perceptions of fictional and nonfiction genres. This study explored the integration of narrative writing as a genre into the English language teaching curriculum for university learners in Saudi Arabia, articulated the underlying theoretical framework, and examined the role of narratives in EFL classrooms. It combined quantitative and qualitative techniques to evaluate the experiences and perceptions of personal narrative writing and to inform the design of meaningful literacy tasks for language learners. Students’ narratives were analyzed using content and thematic approaches, supplemented by descriptive and linguistic analyses. Their responses to the task-completion questions were examined to understand their perceptions of the writing experience and emotional engagement. The results demonstrate that the effective and purposeful use of narrative writing can maximize learners’ creativity and engagement with the target language, enhance their language knowledge, cultivate creative writing skills, and increase enjoyment. These findings contribute to the field of English language pedagogy and support English language educators and researchers in developing strategies and methods for improving students’ writing skills. Integrating narrative writing into EFL classes is recommended to enhance language fluency, personal voices, and learner engagement.
Saaty, A. A. (2026). Exploring Saudi Female University Students’ English Narrative Writing Experiences and Perceptions in Fictional and Nonfictional Genres. Arab World English Journal, 17(3): 488-508.
Abdullateef, S. T., Musa Alsheikh, R., & Khalifa Ibrahim Mohammed, B. (2023). Making Saudi Vision 2030 a reality through educational transformation at the university level. Labour and Industry, 33(2), 225–240. https://doi.org/10.1080/10301763.2023.2184166
Al-Mwzaiji, K. N. A., & Muhammad, A. A. S. (2023). EFL learning and Vision 2030 in Saudi Arabia: A critical perspective. World Journal of English Language, 13(2), 435. https://doi.org/10.5430/wjel.v13n2p435
Alsaadi, I. A., Alshehry, Y. M., Saaty, A. A., & Alhaj, F. M. (2025). Scientific knowledge and fourth-generation learning skills among university students in Saudi Arabia. Journal of International Students, 15(5), 179–200. https://doi.org/10.32674/afxxt759
Anderson, M., & Anderson, K. (1997). Text types in English. Macmillan Education Australia.
Asri, Y., Taufiq, M. A., Jasril, J., Afdetis Mana, L. H. A., & Putri, R. E. (2022). Analysing students’ needs in creative writing course: An exploratory case study in an Indonesian higher education. AL-ISHLAH: Jurnal Pendidikan, 14(2), 1029–1036. https://doi.org/10.35445/alishlah.v14i2.1977
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619
Garvin, R. T. (2013). Researching Chinese history and culture through poetry writing in an EFL composition class. L2 Journal, 5(1), 76–94. https://doi.org/10.5070/L25116033
Gepila, J. E. C. (2018). The impregnable composition writing competency and teaching writing methodologies. KnE Social Sciences, 3(6), 360. https://doi.org/10.18502/kss.v3i6.2392
Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Dil ve Dilbilimi Çalışmaları Dergisi, 15(3), 1032–1044. https://doi.org/10.17263/jlls.631547
Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.
Hameed, P. F. M. (2021). Enhancing students writing skills using novels: The Saudi EFL learners’ perspective. Journal of Language and Linguistic Studies, 17(3), 1469–1483. https://doi.org/10.52462/jlls.106
Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45(1), 105–115. https://doi.org/10.1017/S0261444810000522
Hanauer, D. I. (2015). Measuring voice in poetry written by second language learners. Written Communication, 32(1), 66–86. https://doi.org/10.1177/0741088314563023
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.
Ismail, S. M., & Mohamed Kassem, M. A. M. (2022). Revisiting creative teaching approach in Saudi EFL classes: Theoretical and pedagogical perspective. World Journal of English Language, 12(1), 142–153. https://doi.org/10.5430/wjel.v12n1p142
Jubhari, Y., Sasabone, L., & Nurliah, N. (2022). The effectiveness of contextual teaching and learning approach in enhancing Indonesian EFL secondary learners’ narrative writing skill. ReiLA: Journal of Research and Innovation in Language, 4(1), 54–66. https://doi.org/10.31849/reila.v4i1.8633
Kaplan, R. B., & Grabe, W. (2002). A modern history of written discourse analysis. Journal of Second Language Writing, 11(3), 191–223. https://doi.org/10.1016/S1060-3743(02)00085-1
Kırkgöz, Y. (2014). Exploring poems to promote language learners’ creative writing. Procedia—Social and Behavioral Sciences, 158, 394–401. https://doi.org/10.1016/j.sbspro.2014.12.106
Labov, W., & Waletzky, J. (1997). Narrative analysis: Oral versions of personal experience. Journal of Narrative and Life History, 7(1–4), 3–38. https://doi.org/10.1075/jnlh.7.02nar
Maloney, I. (2022). The impact of creative writing on L2 writer confidence. International Journal of TESOL Studies, 4(4), 21–39. https://doi.org/10.46451/ijts.2022.04.03
Masie, S. R., Siswanto, W., Pratiwi, Y., & Suwignyo, H. (2018). The literacies effectiveness of short story writing learning model. Journal of Language Teaching and Research, 9(2), 391–397. https://doi.org/10.17507/jltr.0902.23
Nicholes, J. (2020). Science fiction prototyping’s features and impact on college students’ perceptions of writing: An applied literariness study. Scientific Study of Literature, 10(1), 98–134. https://doi.org/10.1075/ssol.20002.nic
Nicholes, J. (2022). An exploratory study of fiction writing’s relationship to additional-language narrative performance and ownership. International Journal of TESOL Studies, 4(4), 6–20. https://doi.org/10.46451/ijts.2022.04.02
Saaty, A. A. (2015). Utilizing Facebook in language classrooms: Social constructivist and affective filter approaches. Arab World English Journal, 6(4), 113–127. https://doi.org/10.2139/ssrn.2843931
Saaty, A. A. (2019). Task-based meaningful literacy for language learners. Arab World English Journal, 10(4), 356–373. https://doi.org/10.24093/awej/vol10no4.26
Saaty, A. A. (2023). Correlations between expressing feelings, conveying thoughts, and gaining confidence when writing personal narratives in one’s first and second language. World Journal of English Language, 13(1), 390–404. https://doi.org/10.5430/wjel.v13n1p390
Saaty, A. A. (2025). Short story writing experiences and perceptions of Saudi female university students. Journal of International Students, 15(7), 1–22. https://doi.org/10.32674/00g6qf65
Saudi Vision 2030. (n.d.). Saudi Vision 2030. https://www.vision2030.gov.sa/media/rc0b5oy1/saudi_vision203.pdf
Suwartini, Y., Lustyantie, N., Suseno, M., Supriyati, Y., & Falani, I. (2022). The development of short story writing teaching materials to improve student’s writing skills: A metaphorming approach. International Journal of Instruction, 15(4), 915–934. https://doi.org/10.29333/iji.2022.15449a
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wan, C. W. I. R. C., Prain, V., & Collet, P. (2014). Perceived learning strategies of Malaysian university students in Web 2.0-based English as a second language informal learning. Gema Online Journal of Language Studies, 14(1), 29–42. https://doi.org/10.17576/GEMA-2014-1401-03
Wongsasawat, R., & Waewchimplee, W. (2025). The use of graphic organizer focusing on story elements to promote students’ narrative writing. ETERNAL (English Teaching Journal), 16(1), 157–168. https://doi.org/10.26877/eternal.v16i1.1136
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195–209. https://doi.org/10.2307/3586792
Ahdab Abdalelah Saaty, PhD. is an Associate Professor of Composition and Applied Linguistics at the English Language Institute, University of Jeddah, Saudi Arabia. She previously served as the Vice Dean of Development and Sustainability at the Institute. Her research interests include applied linguistics, teacher development, second language composition, and creative writing. She serves on editorial boards of local and international journals.
ORCID ID: https://orcid.org/0000-0003-3350-8946