![]() Retrieved January 23, 2022, from Jabali, O. International Journal of Language and Linguistics, 4(3), 1–11. ![]() Strategy Instruction in the Teaching of Writing: Preserves Teachers’ Self-Perception of Their Writing and Their Practice of Teaching Writing. Feedback in Second Language Writing: Contexts and Issues. In Teaching Academic L2 Writing: Practical Techniques in Vocabulary and Grammar (2nd Edition). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Korean students’ perspectives on L2 writing difficulty, needs, and challenges. Teaching and Learning in Language Classroom (2nd Edition). Procedia - Social and Behavioral Sciences, 70, 476–489. The Relationship between L2 Learners’ Motivation/Attitude and Success in L2 Writing. Teaching EFL Writing in the 21st Century Arab World: Realities and Challenges, 99–124. Palestinian University Students’ Problems with EFL Essay Writing in an Instructional Setting. Review of Research in Education, 43(1), 277–303. British Library Cataloging in Publication Data. ![]() Successful Academic Writing (1st Edition). Attitude to Language: Key Topics in Sociolinguistics (1st Edition). L2 Academic Writing Difficulties and Tutors’ Written Feedback (1st Eiditi). Research in the Teaching of English, 9(3), 242–249.Įlsherif, E. The Empirical Development of an Instrument to Measure Writing Apprehension. ![]() Library of Congress Cataloging-in-Publication Data.ĭaly, J., & Miller, M. Motivating Language Learners: Modern Languages in Practice (1st Edition). Journal of Language and Linguistic Studies, 13(2), 309–323.Ĭhambers, G. International students‟ challenges in academic writing: A case study from a prominent U.S. Retrieved February 25, 2022, from Ĭennetkuşu, N. Students’ Perceptions of Academic Writing: A Needs Analysis of EAP in China. Library of Congress Cataloging-in-Publication Data.Ĭai, L. Attitudes to Modern Foreign Language Learning: Insights from Comparative Education (1st Edition). Retrieved January 22, 2022, from īartram, B. GEMA Online Journal of Language Studies, 14(1), 7–28. Undergraduates’ experiences and attitudes of writing in L1 and English. Retrieved February 2, 2022, from Īnsarimoghaddam, S., & Tan, B. Beliefs and practices concerning academic writing among postgraduate language-teacher trainees. Retrieved January 10, 2022, from Īnderson, C. Journal of English for Academic Purposes, 37, 88–103. An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Retrieved January 12, 2022, from Īltınmakas, D., & Bayyurt, Y. Indonesian Journal of Applied Linguistics, 8(3), 576–587. EFL university students’ voice on challenges and solution in learning academic writing. Retrieved January 10, 2022, from Īlharbi, M. WEI International Academic Conference Proceedings, 63–76. Academic Writing Difficulties of ESL Learners Ibtisam. Retrieved January 10, 2022, from Īl-Badi, I. International Journal of Psychosocial Rehabilitation, 24(5), 5404–5412. The Effects of ESL Student’s Attitude on Academic Writing Apprehensions and Academic Writing Challenges. Retrieved January 12, 2022, from Īkhtar, R., Hassan, H., & Saidalvi, A. Journal of University of Human Development, 5(3), 120. Major Writing Challenges Experienced by EFL Learners in Soran University. English review: Journal of English Education, 10(1), 245–254.Īhmed, P. Writing Attitude and Emotional Intelligence as Determinants in Boosting EFL Learners’ Writing Performance. Hanadi Abdulrahman Khadawardi, King Abdulaziz UniversityĪgesty, E., Inderawati, R., & Eryansyah. These findings offer some implications for teachers and curriculum designers to improve the L2 academic writing skills of students. The results show that students tend to perceive academic writing as challenging and adopt a mildly to moderately positive attitude towards writing in English. Data were first collected using a questionnaire and then quantitatively analysed. The goal here is to explore these issues using data obtained from 109 Saudi university students. The overall goal of this study is twofold: (1) to investigate students’ perceptions of the difficulty that they experience while writing academic texts in English and (2) to explore learners’ attitudes towards writing assignments in English. Thus, understanding students’ attitudes towards L2 writing and exploring the challenges that they experience while composing texts are necessary for L2 teachers and curriculum designers. It requires the ability to not only create ideas using sentences, but also construct meaningful, logical and comprehensible texts. Second language (L2) academic writing is one of the most fundamental, yet sophisticated skills for university students to master. L2, positive attitude, negative attitude, academic writing, writing challenges, perception Abstract ![]()
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