Abstract
This research explored the most common writing errors of Science and Arts students of the Foundation year program at a Saudi University that hinder them from achieving their course goals, learning outcomes and becoming efficient writers. The importance of this research stems from the fact that, it is a comparative study that shows the differences in writing errors between Science and Arts students and relates writing difficulties to students’ background education, family support, level of the language and teacher’s feedback techniques. It unveils the causes of writing errors and suggests suitable remedies from teacher’s perspectives. The findings can be useful for teachers, students and course designers.
Highlights
Writing is an effective tool for language development and for critical thinking in all disciplines
The second part of this review focuses on research investigating writing errors by Saudi students, their causes and suggested remedial actions
From analyzing student questionnaire results, it was found that almost three quarters of students of both sections came from governmental schools
Summary
Writing is an effective tool for language development and for critical thinking in all disciplines It is an active and productive skill of language use essential for professional and academic success (Al-Ghobra, 2019). Academic writing skills are considered to be crucial for students to fully express themselves and to continue their university education It is “an essential aspect of the curriculum of English as a major, and for academic purposes” (Swalmeh, 2013, p.2). Most native Arabic speaking students, Saudi students being no exception, face problems in writing complete correct sentences. Inability to express their ideas well in English is possibly another reason for their writing problems. They are “incompetent in using their language” (Alkubaidi, 2019, p. 152) and “low proficient in writing composition” (Siddiqui, 2015, p. 233)
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