Exploring EFL Learners’ Perceptions about Journal Writing: Voices from the Saudi Context

Hanady Abdulaziz Alfalig,Baraa Adel Rajab

doi:10.5296/ijele.v7i2.15386

Abstract

This small-scale qualitative study aims to explore the Saudi EFL learners’ perceptions and experiences about their journal writing practice. The study adopts an interpretive approach to understand the multiple realities and subjective experiences of twenty-two female students in the Saudi context. Suiting its purpose, this study utilizes a qualitative data collection tool, which are semi-structured interviews to elicit and gather EFL learners’ views about their writing skills and journal writing activity. The interviews were manually transcribed and inductively analyzed aiming to answer three research questions. The iterative process of data analysis led to the emergence of five major themes which are: a) The Trend of Writing a Journal in the Saudi Context; b) The Significance of Writing a Journal in the Saudi Context; c) The Impact of Writing a Journal on EFL Learners’ Writing Skills; d) The Challenge of Writing a Journal in the EFL Context; and e) The Future of Writing a Journal in the Saudi EFL Context. In the light of the findings, recommendations and suggestions are put forward to make journal writing an integral part of the EFL curriculum in the Saudi EFL context.

Highlights

Writing is one of the four basic skills of learning a foreign or second language
The qualitative data suggest that journal writing is not a common practice and the notion is a novel one in the Saudi EFL context
We were encouraged by teachers who made us believe that we wouldn't succeed without having excellent writing skills

Summary

Introduction

Writing is one of the four basic skills of learning a foreign or second language. It is widely acknowledged that writing is the last language skill to be learned and mastered both by native speakers of the language and foreign/second language learners irrespective of the contexts (Hamp & Heasly, 2006). For most of the EFL students around the world, English writing is a challenging phenomenon and learners face numerous difficulties overcoming their weaknesses while mastering this skill in classroom environment. Acknowledging its vital role in the process of learning a foreign language, Glazier (1994) states that “It is very important to be able to write in English in college, and it will be probably an asset in the career” Owing to its intricate nature, EFL teachers often face challenges to motivate learners in improving their writing skills. When the "someone else" is the teacher, whose eyes may be critical, and who may assign an individual assessment to the written product, most people feel uncomfortable” (p. 2)

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