Arab EFL Learners’ Writing Dilemma at Tertiary Level

El-Sadig Ezza

Abstract


There is a general belief among researchers and speakers at conferences and symposia that Arab EFL Learners are primarily responsible for their weak writing performance. Educational policies usually evade criticism. This study is an attempt to show that educational policies can have their role in the learner’s writing problems. Viz. it posits that for the most part writing problems can be caused by the employment of outdated approaches and resources. To this end, content analysis has been applied to existing writing courses in three Arab Universities. The examination of these courses has revealed that English Departments adopted approaches and materials characteristic of the 1940s and 1950s. Thus, unless the new the developments into the linguistic and writing theories and approaches are incorporated into the writing syllabus, Arab EFL learners will continue to experience writing problems.


Full Text: PDF DOI: 10.5539/elt.v3n4p33

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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