Abstract
The purpose of this study was to explore the writing difficulties and challenges that Saudi Arabian English as a second language learners experience at different levels of proficiency. The participants of the study consisted of 114 Saudi Arabian students between the ages of 15 and 36 (53 female, 61 male). The research questions not only focused on understanding the challenges presented to the students, but, also, the metacognitive strategies that the students used to solve these challenges. The results showed that the participants lacked experience in writing English and, as such, experienced grammar issues.
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