Abstract
This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.
Highlights
One might argue that writing should be always instructed because the ability to write a text that is error free is not a naturally acquired skill but is formally learned in formal instructional settings (Banda, 2003)
We will investigate through a strategy questionnaire the type of writing strategies used in an EFL writing context, where the assumed writing approach is product-based
This seems to be different from other studies that indicated the dominance of product-oriented writing strategies in Arab students’ ESL/EFL writing (AlSemari, 1993; El-Aswad, 2002; El-Mortaji, 2001; Fageeh, 2003; Krapels, 1990)
Summary
One might argue that writing should be always instructed because the ability to write a text that is error free is not a naturally acquired skill but is formally learned in formal instructional settings (Banda, 2003). This study, attempted to investigate the instructional type of writing strategies used by EFL college students in Saudi Arabia.
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