Challenges of Short Sentence Writing Encountered by First-Year Saudi EFL Undergraduate Students

Autor/in	Alsalami, Ahmed Ibrahim
Titel	Challenges of Short Sentence Writing Encountered by First-Year Saudi EFL Undergraduate Students
Quelle	In: Arab World English Journal, 13 (2022) 1, S.534-549 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alsalami, Ahmed Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; College Freshmen; English (Second Language); Second Language Instruction; Sentences; Writing Skills; Barriers; Gender Differences; Grammar; Punctuation; College Faculty; Language Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sentence analysis; Satzanalyse; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; Grammatik; Interpunktion; Fakultät; Language teacher; Sprachunterricht; Saudi-Arabien
Abstract	This paper is set up to outline the most common challenges in writing short sentences encountered by the first-year students at the English language departments at Al-Baha University campuses. The study is considered necessary because it raises the awareness of both students and instructors to improve their sentence writing. A mixed approach (quantitative and qualitative) was used to collect the data using questionnaires and interviews. Approximately122 students who study English as a Foreign Language (EFL), (%50.4 females and %49.6 males), together with 30 EFL instructors (15 males and 15 females) who were randomly selected. The paper addresses three questions. They are: (1) What common challenges do students face when writing short sentences?; (2) What are the most frequent challenging short sentence components among the students?; and (3) What are the differences between male and female students regarding difficulties in writing short sentences?. The study found significant challenges in constructing short sentences, distinguishing between active and passive voice, and using conjunctions, punctuation, quantifiers, and appropriate auxiliary verbs. Additionally, students encountered difficulties in building short sentences. Moreover, the study revealed that a high percentage of students have very low English writing skills practice. To overcome any obstacles and push students forward in their learning later, this study highly recommended that EFL instructors should pay more attention to the development of writing skills. Thus, extra written activities and peer assessment must be granted to students in writing short sentences. Moreover, more research should be done to explore and evaluate the most prevalent problems and barriers that first-year students encounter using written samples and paperwork. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11