Transforming Writing Education: WAC Faculty Experiences and Challenges in Saudi Universities

Autor/inn/en	Alharbi, Majed Abdullah; Albelihi, Hani Hamd
Titel	Transforming Writing Education: WAC Faculty Experiences and Challenges in Saudi Universities
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 28 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00199-0
Schlagwörter	Writing Instruction; Educational Change; College Faculty; Teaching Experience; Barriers; Higher Education; Writing Across the Curriculum; Teaching Methods; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Schreibunterricht; Bildungsreform; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Saudi-Arabien
Abstract	Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students' learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally implemented in all Saudi universities, teaching writing across the disciplines is pervasive. The principal objective of this research project is to inform writing specialists and policymakers in Saudi higher education about the status of WAC on Saudi campuses. Through five faculty narratives and group interviews, this research collects and analyzes faculty experiences, challenges, perceptions, and institutional expectations concerning writing practices across the disciplines at predominantly undergraduate, teaching-oriented Saudi universities. Findings indicate that faculty members utilize WAC to encourage critical thinking and improve students' overall linguistic competence. While instructors face challenges, participants reported the need to develop a community of practice to enhance WAC culture in Saudi Arabia. The study recommends that educators form cross-institutional teams to collectively design culturally sensitive, locally rooted, and responsive writing practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01