Academic Writing Difficulties of EFL Learners at Najran University
DOI:
https://doi.org/10.53285/artsep.v6i3.2141Keywords:
: Academic writing, EFL learners, writing skill, writing, writing difficulties.Abstract
This study investigates the academic English writing challenges faced by EFL learners at Najran University, Saudi Arabia. It aims to identify the specific difficulties encountered, explore the underlying factors contributing to these challenges, and propose effective strategies to mitigate them. Using a descriptive research design, the study surveyed 48 fourth-year English major students through a comprehensive questionnaire. The findings reveal that EFL learners struggle most with vocabulary, organization, paraphrasing, grammar, and referencing. Key factors exacerbating these challenges include inadequate English language foundation, overreliance on Arabic, limited writing practice opportunities, and insufficient writing-focused courses. To address these issues, the study suggests incorporating technology-aided instruction, providing targeted feedback, and expanding writing-intensive curricula. The results offer valuable insights for English language instructors and curriculum designers, equipping them to tailor their approaches and better support EFL students in developing robust academic writing proficiency. By identifying the specific hurdles and proposing practical solutions, this research contributes to enhancing the quality of English language education at Najran University and similar EFL contexts.
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