Abstract
Of all English Language skills, writing poses the greatest challenge for students due to the demands of style, structure and vocabulary. Even if second language learners (L2 learners) can speak the language well enough for everyday activities - shopping, traveling, and so on, producing an academic write-up that is precise, accurate, objective and fully referenced is still quite a task. This study aimed to determine the academic writing strategies used in ESP classrooms. Along with this, the study determined the perceived proficiency of L2 learners in academic writing, based on their ESP test course. The study also reports the needs of L2 learners in academic writing, and how English for Academic Purposes (EAP) instructors can help to improve the writing skills of L2 learners. The study participants consisted of 60 L2 learners from various departments in King Saud University. A questionnaire was used to gather the responses of participants. The data was analyzed using SPSS 20.0 software. The results are displayed in descriptive statistics - frequencies and percentages. Inferences were made from the quantitative data, which formed the bases of discussion of the results of the study. The study found that L2 learners consider their academic writing skills to be adequate. This was reported as perceived proficiency since previous studies have reported discrepancies between the perception of teachers and students. L2 learners also revealed that they need to improve on grammar, vocabulary and punctuation as well as the use of academic writing strategies. The study revealed that majority of the respondents use strategies such as outlining and brainstorming. L2 learners performed above average when they use these writing strategies. However, L2 learners want EAP instructors to improve on core ESP topics including grammar, vocabulary and the use of writing strategies. Still, others want EAP instructors to improve on their teaching methods, as well as create an all-inclusive environment for students.
Highlights
Children acquire their first language by listening
These results show that majority, 52(87%) of L2 learners find these strategies to be relevant in academic writing
This corroborates the finding of Hung & Van (2018) who found the use of pre-writing strategies - outlining and brainstorming to be useful in organization of ideas
Summary
Children acquire their first language by listening. This acquisition of language is relatively easy since it is their mothers’ tongue or native language. They learn to understand language based on context. The same context is followed when they begin to understand language in a deeper context. Young first language (L1) learners become familiar with manners and norms of the society and develop deeper insights into the use of idioms and proverbs.
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