Iranian EFL Learners’ Writing Problems: A Move towards Solution

Abstract

Writing connotes the declaration or expression of thoughts, feelings, plans and wishes in a composed form that demands skills and expertise as opposed to knowledge. Skillful writing calls for diligent work, perusing or reading, composing through reaching inferences from perusing materials and long period of practice. This study seeks to investigate the problems and identify the practical needs of writing skill in English as Foreign Language (EFL) context with special focus on Iranian citizens studying in Universiti Sains Malaysia (USM). In Iran, learning English language appears cumbersome for learners because it is handled as a foreign language. Hence, the leaners are confronted with plethora of problems in writing the language because it is not utilized in real life conversation or situation. In order to achieve its objectives, the study administered questionnaires to the respondents to elicit information on the difficulties confronting them while learning English as Foreign Language and their pragmatic needs.

The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills

“…Moreover, the skill of writing successfully is becoming more imperative in the universal community, accordingly, effective teaching of writing is really important in both second and foreign language learning (Weigle, 2009). Accuracy in writing, particularly in using tenses and articles, has attracted many English teachers' and researchers' attention throughout the world (Baker et al, 2003), and in the Iranian context as well (Sharafi Nejad et al, 2016). Language learners need to acquire proper use of writing rules in different writing courses, and this objective requires sufficient time devotion.…”

Challenges Saudi EFL Learners Face Developing Communication Skills: A Conceptual Study

“…Several studies have taken up challenges Saudi students encounter in developing different communication skills like Hannon (2011) and Perfetti and Adlof (2012) explored more on lower-level reading processes; Javid and Umer (2014) and Al-Mudhi (2019) underscored challenges students face in effective writing, writing strategies, and organizing ideas coherently, also Al-Mehmadi (2012) and Younes & Al-Balawi (2015) found Saudi EFL learners unfamiliar with certain stylistic and textual features of written English discourse. Khalid (2019) stated that Saudi EFL learners encounter additional reading barriers attributable to social and cultural forces, whereas Mohammed & Ab Rashid (2019) described a lack of reading motivation and little interest in reading English texts as the challenging factors that affect students' language learning.…”