How are Writing Strategies used by Under Graduate Students in Saudi Arabia?

Abstract

Writing is one of the skills to be acquired in second language (L2) acquisition with in English as Foreign Language (EFL) context present in English class rooms of Saudi Arabia. The increase in the number of challenges faced by L2 learners in improving their writing skills has increased focus on different factors influencing learner behaviour with respect to writing. Identifying the need of exploring the way in which writing strategies are used by Saudi undergraduate students, this study explorers the influence of writing anxiety and learning style preference on writing strategies used by Saudi undergraduate students. In this study, a questionnaire was administered online to Saudi students studying under graduation across Saudi universities. Using this questionnaire, the under graduate Saudi students have reported their perceptions towards English language learning, writing anxiety and language learning style. The findings of this study showed that importance given for Saudi undergraduate students towards using writing strategies irrespective of their gender. However, majority of them were indicated to adopt these strategies in the context of ‘during writing’ stage with high preference given for meta-cognitive and rhetorical writing strategies. The results from regression analysis showed the positive and significant influence of writing anxiety of Saudi undergraduate students in making them prefer meta-cognitive and rhetorical writing strategies. Also results showed that lower anxiety of Saudi undergraduate students in many situations made them to prefer the best suitable writing strategy. Also the language learning style of social strategy by Saudi undergraduate students has been reported to make these students prefer the practice of consulting the teachers to learn writing skills in Saudi EFL context.