Abstract

The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students’ learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data showed that English as a second language (ESL) students face many difficulties and stresses in their academic writing, such as difficulty distinguishing between spoken and written English, making an outline before writing a draft, identifying the skills needed for successful writing, and avoiding plague words and phrases.

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