EFL learners' perceptions on picture-based writing and its influence on their writing performance

This study aims to explore Saudi university English as a foreign language (EFL) learners’ perception of picture-based writing (PBW) and its perceived impact on their writing development. A descriptive research design was employed with a sample of 111 first-year engineering students across three proficiency levels: beginner, intermediate, and advanced. For data collection, a structured questionnaire was used, consisting of closed-ended Likert-scale items and open-ended questions. The correlation analysis showed that the learners’ perceptions of the effects of PBW on creativity, coherence, vocabulary skills, and confidence in writing were significantly positive. The findings revealed that EFL learners have positive attitudes toward PBW. The results also indicated positive perceptions in other key areas such as motivation and engagement, critical thinking and interpretation, learning and retention, and cultural and social awareness. It was also found that the perceptions of the learners vary depending on the level of learning, with advanced learners having a more positive attitude than beginners. These findings are informative for educators and curriculum developers seeking strategies to facilitate the teaching of writing in EFL classrooms and to determine which strategies are appropriate for teaching lower and higher-achieving students. Additionally, the study introduces the PBW Perceptions model as a comprehensive framework for understanding these learner responses.