Abstract
English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates. These course materials are designed in the form of worksheets to fulfil the aims and objectives of communicative/task based syllabus. During the process of completing these tasks/activities, students are expected to actively engage in writing words and meaningful sentences. In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia. This study focused on eliciting the perceptions of EFL undergraduates on various aspects related to writing proficiency. A total of 52 male students participated in responding to the questionnaire. The findings of our study reveal that translating strategies often impede progress in the writing skills development.
Highlights
English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates
In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia
This study addresses the following research questions: 1) Are EFL students aware of their strengths and weakness in writing skills? 2) How do EFL students perceive the effectiveness of their classroom teaching-learning process to enhance their writing skills? 3) What are the common perceptions that either enhance or hinder the basic writing competence of EFL undergraduates? 4) What strategies do EFL students use to overcome their writing difficulties? The above research questions are addressed based on the factual information obtained from the study conducted at Aljouf University, Saudi Arabia
Summary
English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates. These course materials are designed in the form of worksheets to fulfil the aims and objectives of communicative/task based syllabus. During the process of completing these tasks/activities, students are expected to actively engage in writing words and meaningful sentences. In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia. This study focused on eliciting the perceptions of EFL undergraduates on various aspects related to writing proficiency. The findings of our study reveal that translating strategies often impede progress in the writing skills development
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