Investigating Writing Challenges Encountered by Saudi EFL1 Learners: Implications for Improvement

• Autorzy: Khasawneh Mohamad Ahmad Saleem

Warianty tytułu

PL

Badanie problemów w pisaniu wśród saudyjskich studentów uczących się języka angielskiego. Implikacje dla rozwoju

• Języki publikacji: EN

Abstrakty

EN

This study aimed at investigating the types of writing tasks produced by Saudi EFL learners. It also aimed at exploring the writing challenges encountered by those students. The sample of this study consists of (261) students enrolled in ENG (011). The students were randomly chosen from three different colleges: college of business, college of medicine, and college of engineering. The researcher used a questionnaire with (13) items asking about the challenges faced by the students during writing tasks. The results of this study revealed that the most frequently writing tasks produced by the students were essays for exams, synthesis, and reflection papers. The results also revealed that ‘organizing paragraphs’, ‘using proper connections and transitions’, and ‘inability to keep writing flow’ were the most frequent challenges of writing tasks reported by the students. The present study provided some recommendations and pedagogical implications for policymakers and curriculum designers to take action in an attempt to avoid or lessen these challenges.

PL

Celem tego studium było zbadanie rodzajów zadań pisemnych wykonywanych przez uczących się języka saudyjskiego EFL. Miało również na celu zbadanie wyzwań związanych z pisaniem napotykanych przez tych studentów. Próba badawcza składa się z (261) studentów zapisanych na kurs ENG (011). Studenci zostali losowo wybrani z trzech różnych szkół wyższych: College of Business, College of Medicine i College of Engineering. Badacz użył kwestionariusza zawierającego (13) pozycji pytających o wyzwania, przed którymi stoją studenci podczas pisania zadań. Wyniki badania ujawniły, że najczęściej tworzonymi przez studentów zadaniami pisemnymi były eseje na egzaminy, syntezy i prace refleksyjne. Wyniki ujawniły również, że «organizowanie akapitów», «stosowanie właściwych połączeń i przejść» oraz «niemożność utrzymania płynności pisania» były najczęstszymi wyzwaniami związanymi z zadaniami pisemnymi zgłaszanymi przez studentów. Niniejsze badanie dostarczyło pewnych zaleceń i implikacji pedagogicznych dla twórców polityki i programów nauczania, którzy powinni podjąć działania w celu uniknięcia lub zmniejszenia tych wyzwań

Słowa kluczowe

PL

umiejętności pisania,; szkolnictwo wyższe,; EFL – angielski jako język obcy,

EN

riting skills,; EFL Learners,; higher education,

• Wydawca: Sieć Badawcza Łukasiewicz – Instytut Technologii Eksploatacji, Radom
• Czasopismo: Edukacja Ustawiczna Dorosłych
• Rocznik: 2021
• Numer: 4
• Strony: 31-41

Daty

wydrukowano

2021-12-30

Twórcy

autor

Khasawneh Mohamad Ahmad Saleem

• King Khalid University, Saudi Arabia

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Identyfikatory

ISSN

1507-6563

e-ISSN

2391-8020