Arab World English Journal (AWEJ) Volume 12. Number2 June 2021 Pp.399- 413
Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and
Khaled Abkar Alkodimi
Department of English Language and Literature
College of Languages and Translation
Imam Mohammad Ibn Saud Islamic University, Saudi Arabia
Corresponding Author: firstname.lastname@example.org
Arif Ahmed Mohammed Hassan Al-Ahdal
Department of English Language
College of Arts and Sciences
Methnab, Qassim University, Saudi Arabia
Received: 2/1/2021 Accepted: 6/8/2021 Published: 6/24/2021
Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.
Keywords: EFL teachers, learners, perceptions, strategies, tertiary, writing
Cite as: Alkodimi, K. A., & Al-Ahdal, A.A.M.H. (2021). Strategies of Teaching Writing at Saudi Tertiary-Level Institutions:
Reality and Expectations. Arab World English Journal, 12 (2) 399- 413.
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