Enhancing Writing Skills: An Analytical Study of Obstacles in Writing at B. A. L

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[a]Department of English， Colleges of Arts & Sciences， Najran University， Najran， Saudi Arabia.

*Corresponding author.

Received 12 June 2013； accepted 6 September 2013

Abstract

Academic writing demands a deliberate endeavor and a conscious effort to achieve a desirable efficiency in the academic pursuits of learners. Academic writing is considered perhaps the most challenging and difficult skill in terms of L2. This study critically explores the obstacles in academic writing faced by students and teachers alike at Najran University， Kingdom of Saudi Arabia. To investigate， a comprehensive questionnaire has been floated among professional teachers to get their expert opinions in order to identify some problems and form effective remedial strategies eventually. This paper will primarily focus on the two significant aspects of academic writing i.e. language skills （LS， Grammar etc.） and writing skills （WS， writing itself as a skill）.

Key words： Obstacles in writing； Language skills （LS）； Writing skills （WS）； Process writing

Zahid Bashir Raja， Rubina Zamir Zahid （2013）. enhancing writing skills： An analytical study of obstacles in writing at b. a. Level in Najran University， KSA. Studies in Literature and Language， 7（2）， -0. Available from： http：///index.php/sll/article/view/j.sll.1923156320130702.2775

DOI： http：///10.3968/j.sll.1923156320130702.2775

INTRODUCTION

The researchers enjoyed teaching in three different countries （Pakistan， R. O. Yemen and Kingdom of Saudi Arabia）.The researchers observed that the students always remain intimidated and unmotivated to handle writing tasks in their academic pursuits. While writing， students always face a multitude of obstacles in both the streams known as language skills and writing skills. Equally relevant to the issue are organization， coherence and connectivity. One can agree up to a certain point that the learners have poor learning background in writing skills due to the lack of compatible syllabus and teaching methods. Apart from this， identifying problems only is not sufficient to take students out of writing phobia， it is need of the time to suggest practical treatment. Furthermore， it is admitted fact that poor reading habits also lead to this kind of frustration. Most of the learners lack ideas and they do not know how to initiate their composition. This paper will prove to be an academic contribution to improve the writing skills among ESL/EFL learners in general and students of the Najran University in particular.