EFL Students’ Needs for Improving Their Writing Skills

Jamoom, Osama Albashir

doi:10.36348/sijll.2021.v04i04.004

Cited by 10 publications

(6 citation statements)

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“…Cultural factors, prior educational experiences, and personal motivations often influence these beliefs. Here are some common beliefs that EFL students may hold regarding reading and writing development: Language as a Key to Success: Many EFL students believe that proficiency in English reading and writing is essential for academic and professional success (Al-Ahdal & Abduh, 2021;Bai & Wang, 2020;Jamoom, 2021;Naghdipour, 2021;Udu, 2021). They see language skills as a gateway to higher education opportunities, career advancement, and participation in global communication networks.…”

Section: Beliefsmentioning

confidence: 99%

Students’ Perception of Cultural Literacy Development in Higher Education

Rizal,

Dollah,

Abduh

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: This study investigated the EFL students' perceptions of cultural literacy development in higher education. Method: The research design was an ethnographic study. The study was conducted in two private and state universities in Indonesia. The subjects were students from the English education department at two universities. The researcher chose four students from each university as research subjects who know and understand more about cultural literacy development. The technique for analyzing data in the ethnographic study was descriptive labels, selecting, identifying, generalizing, and noting. Result: This study's findings showed that in higher education, two students have a high perception, one has a moderate, and the last one has a low perception of cultural literacy development in the academic context. Each student’s category generally has a different impact on the development of their cultural literacy in the academic context. Novelty: This study produces the Makugawene (harmonic) Cultural Literacy model to develop EFL students' cultural literacy in higher education.

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Section: Beliefsmentioning

confidence: 99%

Students’ Perception of Cultural Literacy Development in Higher Education

Rizal,

Dollah,

Abduh

et al. 2024

IJORER Int. J. Recent Educ. Res.

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“…Writing is a primary language skill that requires practice. Students must improve their writing ability when attempting to learn a new language and EFL learners recognize the importance of writing in English for both their academic and future employment success (Jamoom, 2021). However, it is a challenging task and requires students to have an educated awareness of important linguistics components (Crossley & McNamara, 2016).…”

Section: Background Of the Studymentioning

confidence: 99%

“…To develop students' knowledge of academic writing rules and components, EFL teachers should provide academic support. As Jamoom (2021) argues, EFL teachers should provide students with repeated practice and training to apply essential elements of writing like word choice, grammar, organization, and citations. Therefore, analyzing students' needs in English writing development can facilitate EFL teachers' understanding of the types of materials, activities, exercises, and feedback required to produce effective teaching methods that will improve student's writing ability (Fatimah, 2018).…”

Section: Writing Componentsmentioning

confidence: 99%

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Alnefaie

2023

IJLTER

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Across all levels of study, many college and university English as a Foreign Language (EFL) undergraduate students find it difficult to write paragraphs in English. Indeed, many EFL teachers expect their students to easily create well-written paragraphs; however, after only a few hours of instruction, teachers tend to find that many students simply do not meet such expectations. Thus, this study investigated EFL undergraduate students at two different levels of their college education and explored their perspectives on essential writing components in the construction of well-structured paragraphs, including grammar, vocabulary, and organization. The study also discussed the least important writing aspects that may not at all impact the comprehensibility of written paragraphs. Additionally, the study investigated the strengths and weaknesses of EFL students’ English writing. The participants were selected using the convenience sampling method. The final sample included 15 level five college students with an intermediate level of English and 15 level nine students with a high level of English, totaling 30 students. All participants belonged to the Department of Applied Linguistics. Data were collected through mixed-method research. The participants received both online and descriptive surveys. The researcher analyzed the quantitative data by using the Statistical Package for Social Sciences (IBM SPSS Statistics version 25) and thematic analysis for the qualitative data. The results of the present study showed minor differences in students’ perspectives regarding the most and least important aspects of writing across the two student levels. However, there were significant differences in the respective areas for improvement, including grammar and mechanics. This paper concludes that regardless of the students’ college level, students shared similar perceptions about the most and least important components of English writing. They all considered grammar the most important aspect of writing and mechanics the least important. Accordingly, the researcher recommends that curriculum designers and EFL instructors analyze their students' needs and weaknesses to design appropriate materials and teaching methods.

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“…A number of research studies show that need analysis helps teachers prepare materials appropriately (Albashir Jamoom, 2021;Ilham et al, 2020;Ma'rufah et al, 2021;Padmadewi et al, 2023;Sakkir et al, 2021). Sakkir (2021), for example, the study found that need analysis is the basis of developing a module for Facebook-based writing instructional courses, in order to make the material related to students' needs.…”

Section: Introductionmentioning

confidence: 99%

Needs Analysis of Project-Based Learning Model in Writing Paragraphs from EFL Students’ Perspectives

Ilham

2024

JOLLT

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Need analysis is required to take place before developing writing material so that results meet the needs of the students who will use the material. This research aims to analyze a model of English Paragraph Writing material based on project-based learning for EFL learners. A quantitative method was applied in this study employing a questionnaire and semi-structured interview to collect the data from 35 students and three instructors of writing in the English department, at Universitas Muhammadiyah Mataram. The data were analyzed quantitatively using frequency and percentage, while the data from the interview were transcribed and analyzed qualitatively. The result showed that students need teaching materials with clear objectives, exercises for individuals and groups, and project-based learning that can be employed in paragraph writing material. Therefore, designing a model of teaching material for paragraph writing based on project-based learning is much needed. The findings of this study are useful for lecturers and stakeholders who want to design English paragraph writing teaching material. This study has the potential to bridge the gap by providing knowledge of the needs of students and recommendations for designing English paragraph writing materials.

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EFL Students’ Needs for Improving Their Writing Skills

Cited by 10 publications

References 0 publications

Students’ Perception of Cultural Literacy Development in Higher Education

Students’ Perception of Cultural Literacy Development in Higher Education

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Needs Analysis of Project-Based Learning Model in Writing Paragraphs from EFL Students’ Perspectives

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