IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v3y2010i4p33.html
   My bibliography  Save this article

Arab EFL Learners’ Writing Dilemma at Tertiary Level

Author

Listed:
  • El-Sadig Ezza

Abstract

There is a general belief among researchers and speakers at conferences and symposia that Arab EFL Learners are primarily responsible for their weak writing performance. Educational policies usually evade criticism. This study is an attempt to show that educational policies can have their role in the learner’s writing problems. Viz. it posits that for the most part writing problems can be caused by the employment of outdated approaches and resources. To this end, content analysis has been applied to existing writing courses in three Arab Universities. The examination of these courses has revealed that English Departments adopted approaches and materials characteristic of the 1940s and 1950s. Thus, unless the new the developments into the linguistic and writing theories and approaches are incorporated into the writing syllabus, Arab EFL learners will continue to experience writing problems.

Suggested Citation

  • El-Sadig Ezza, 2010. "Arab EFL Learners’ Writing Dilemma at Tertiary Level," English Language Teaching, Canadian Center of Science and Education, vol. 3(4), pages 1-33, December.
    • Handle: RePEc:ibn:eltjnl:v:3:y:2010:i:4:p:33
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/37008/20711
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/37008
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Mohamed Ali Al-Khairy, 2013. "Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective," English Language Teaching, Canadian Center of Science and Education, vol. 6(6), pages 1-1, June.
    2. Abdullah Al Abri, 2021. "Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions," English Language Teaching, Canadian Center of Science and Education, vol. 14(6), pages 114-114, June.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:3:y:2010:i:4:p:33. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.