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Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.267-284
Department of Foreign Languages, University of Nizwa,Oman
University of Technology and Applied Sciences, Nizwa, Preparatory Studies Centre
Many teachers and educationalists in the EFL Context are currently focusing on students’ academic writing challenges. This study aims to explore how do collaborative learning and teaching strategies influence academic writing performance among foundation program students and to find out the types and causes of these challenges, identify why students make such errors and determine strategies to minimize or mitigate them. Moreover, to explore how The study was conducted in the spring 2023 in the Foundation Programme at the University of Nizwa in the Sultanate of Oman. The researchers collected 20 samples of students’ writings from Spring Cycle 1 (approximately two months), and then analyzed errors made. Moreover, one of the researchers interviewed students and teachers to discover their perceptions about academic writing and students’ struggles to write. The present study adopted a constructive grounded theory approach to analyze the collected data, helping the researchers understand the problems that students face. Simultaneously, the researchers used ATLAS.ti, a computer-assisted data analysis software, to enable them to analyze the data adequately. The findings revealed that the students made different linguistic and cognitive errors. The findings obtained from this study may contribute to the EFL field, offering insights into pedagogy, teacher training, and language centres in Oman and beyond. This study highlighted practical recommendations and EFL pedagogical implications.
Osman, O.H., Al Rahbi, A. H., Binayan , C., & Abuoaf, M. (2025). EFL Students’ Academic Writing Challenges at the Foundation Programme in the University of Nizwa: Challenges and Remedy. Arab World English Journal, 16(1):267-284
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Dr. Osman Hassan Osman holds a Ph.D. in TEFL from De Montfort University (UK), an M.A. in Applied Linguistics
and TESOL, University of Leicester (UK) a Postgraduate Diploma in TEFL, University of Khartoum, and a B.A., University of Cairo/Khartoum. Currently he is working at the University of Nizwa/Oman.
ORCID ID: http://orcid.org/0000-0002-3518-7632
Dr. Ahmed Hamed Al Rahbi holds a PhD in Educational Innovation and Lifelong learning, Deusto University,
Spain, an MA in TESL, Northern Arizona University, USA. He holds a BA in TESOL, Leeds University, UK. Currently,
he is working as the director of the Foundation Institute at University of Nizwa/Oman.
ORCID ID: https://orcid.org/0000-0001-86-8519
Catherine Binayan holds an MA in the English language. She has a teaching certificate in TESOL, and a BA in the English language. She has taught in several countries. Currently she is an instructor at the University of Nizwa. She is passionate about travelling and rescuing abandoned animals. ORCID ID: https://oecid.org/0009-0007-0475-5485
Dr. Mahmoud Abuoaf holds a PhD in Education and Applied Linguistics, University of Huddersfield, UK, and an MA
in Applied Linguistics and TESOL, University of Leicester, UK and a BA, from University of Khartoum. Currently
he is a lecturer at the University of Technology and Applied Sciences, Nizwa/Oman.
ORCID ID: https://orrcid.org/0000-0003-1816-9077