Student perceptions of difficulties in second language writing

Ceylan, Nuray OkumuÅŸ

doi:10.17263/jlls.547683

Cited by 34 publications

(43 citation statements)

References 8 publications

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“…The perceived difficulties in writing of the student-respondents also represent the challenges discovered in other empirical studies. In other words, the difficulties in writing revealed in this study were also seen in previous empirical works such as in the research of Ismail (2010), Cai (2013), Al Badi (2015), Alhojailan (2015), Ibnian (2017), Al Mubarak (2017), Alkubaidi (2017), Al Tamimi (2018), Jabali (2018), Lalam (2018), Pablo and Lasten (2018), Ariyanti and Fitriana (2018), Ceylan (2019), and Al Mukdad (2019). These difficulties in writing range from the structural to organization difficulties.…”

Section: Discussionsupporting

confidence: 87%

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Fakhroo¹,

Bulaila²

2020

IJEL

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The research explored the effects of integrating literary texts on the writing performance of selected university students. It also documented the attitudes of the university students on the integration of literary texts in their regular writing course and their perceptions on the difficulties they encounter in the writing process. These research objectives were rationalized by the need to address the writing difficulties by applying theoretical assumptions and addressing the empirical gaps of previous studies on the effectiveness of literature as a rich resource in developing language competence. The research participants were composed of first year business students who were enrolled in an ESP course in one of the universities in Bahrain. Each group was composed of 35 students with an equal distribution of male and female participants. A mixed method approach was used to address the core research questions with the primary application of an experimental design. The results revealed that literary text integration is effective in improving the academic writing performance of the university student-participants as indicated by the statistical test, wherein the experimental group (m = 3.35) had a higher level of improvement than the control group (m = 2.93) in terms of their overall writing performance after the intervention. The student-respondents had a positive attitude towards the integration of literary text in their regular writing course. Writing difficulties included the process of writing the introduction, body, conclusions of their academic writing tasks, use of relevant vocabulary communicative achievement, organization, and language use. It was recommended that language teachers should incorporate literary texts that are related to the writing lessons. Educational administrators and leaders may revisit the curriculum and use the empirical results in developing a more relevant language curriculum especially in the area of writing instruction where literary texts could be integrated.

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Section: Discussionsupporting

confidence: 87%

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Fakhroo¹,

Bulaila²

2020

IJEL

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“…Also, students at the tertiary level experienced various obstacles in their processes of writing. The obstacles derive from many aspects as the foregone researches such as vocabulary and diction (Meslissorgou & Frantzi, 2015;Nugraheni & Basya, 2018;Toba et al, 2019;Zhan, 2015), grammatical features (Ariyanti & Fitriana, 2017;Hajeid, 2018;Hasan & Marzuki, 2017;Meslissorgou & Frantzi, 2015;Nugraheni & Basya, 2018;Toba et al, 2019;Zhan, 2015), exploring and generating ideas (Asadifard & Koosha, 2013;Ceylan, 2019;Hosseini et al, 2013;Nugraheni & Basya, 2018), organization (Hajeid, 2018;Nugraheni & Basya, 2018;Toba et al, 2019), and teaching process (Ceylan, 2019;Hajeid, 2018;Jebreil et al, 2015). Accordingly, the aforementioned studies have shown that the major difficulties found in students' writing are mostly in the areas of vocabulary and grammar.…”

Section: Writing Difficultiesmentioning

confidence: 99%

“…In an academic setting, enhancing writing skills for the students is the primary objective in education (Al Khazraji, 2019). For students to develop their writing competence, they are expected to produce a well-structured piece of writing (Ceylan, 2019). Moreover, mastering how to organize, regulate writing behavior, review the composition, and provide readers awareness (Bakry & Alsamadani, 2015) have also become the crucial aspect for creating a well-produced piece of writing.…”

Section: Introductionmentioning

confidence: 99%

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

Bulqiyah

Mahbub

Nugraheni

2021

Engl. Lang. Teach. Educational. Journal

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This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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“…It is the physical act of committing words or ideas to some medium, whether it is an object or a symbol or an email message. Evidently many studies have found that students encounter many difficulties in the process of making a writing (Fareed et al, 2016;Okumuş, 2019;Siddiqui, 2020). The difficulty is found in the lack of students' ability to develop ideas, grammar and the ability to compose coherence sentences.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mindful Learning on Students’ Writing Competency

Saputra

Piscayanti

Agustini

2020

j. pendidik. indonesia.

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In developing students’ writing competency, teacher’s strategy and engagement in writing process is very crucial. The strategy of teaching writing should not only focus on language aspects but also should help the students in developing their critical thinking and problem solving skill. The current study investigated the effect of midful learning on students’ writing comptency. This study was an experiment study with posttest only control group design. 71 EFL students were involved in this study. In collecting the data,this study used writing competency test and rubric for assessing. The collected data were analzyed using descriptive and inferential statistics. The result of descprtive statistics showed that the mean score of writing competency of experiment group (82.25) was higher than the control group (78.67). A significant mean difference is identified from the result of t test (Sig. .005.) The result of effect size test showed a medium effec (.68) t. Thus, it can be concluded that mindful learning significantly affects students’ writing competency. Discussions and suggestions are further presented.

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Student perceptions of difficulties in second language writing

Cited by 34 publications

References 8 publications

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Investigating writing difficulties in essay writing: Tertiary students’ perspectives

The Effect of Mindful Learning on Students’ Writing Competency

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