The Effects of Proficiency on the Writing Process of Jordanian Efl University Students
ISSN-L: 2223-9553, ISSN: 2223-9944
Part-II: Educational Sciences
Vol. 3, No. 2, September 2012
THE EFFECTS OF PROFICIENCY ON THE WRITING PROCESS OF JORDANIAN EFL UNIVERSITY STUDENTS
Al-Sawalha, Abdulla Musa Salem Universiti Sains Malaysia Pulau Pinang, MALAYSIA. musa2000ca@yahoo.co.uk Chow, Thomas Voon Foo Universiti Sains Malaysia Pulau Pinang, MALAYSIA. tomichow@usm.my
ABSTRACT
Up to date, very few studies have explored writing processes in the context of EFL. The purpose of the study was to investigate how writing proficiency affects the writing process of a selected group of English language and literature students at Yarmouk University in Jordan. (60) English language and literature students at Yarmouk University in Jordan were asked to complete a questionnaire of writing strategies. Significant results were found in this study. First, writing processes were seldom used among students at Yarmouk University in Jordan. Second, English proficiency affected the writing processes used among students at Yarmouk University in Jordan. The respondents, like most Jordanian university students, usually fail to express complex ideas in their writing as they lack the appropriate vocabulary, both general and technical, as is evident in the respondents’ answers. The lack of appropriate vocabulary on the part of the respondents in turn affects their writing process itself as the findings reveal that these low proficiency respondents did not plan, edit or revised their written essays. Keywords: Writing processes, writing proficiency, EFL, Jordanian Students, Writing, and Yarmouk University.
INTRODUCTION For the past few decades, the focus in language learning and acquisition has been learner-centered rather than teacher-centered (Reiss, 1985; Wenden, 1991). The learners themselves must take the initiative to work on their own with the teachers facilitating their study. In this regard, Tamada (1996) maintains that research in language learning has started to
Part-II: Educational Sciences
Vol. 3, No. 2, September 2012
THE EFFECTS OF PROFICIENCY ON THE WRITING PROCESS OF JORDANIAN EFL UNIVERSITY STUDENTS
Al-Sawalha, Abdulla Musa Salem Universiti Sains Malaysia Pulau Pinang, MALAYSIA. musa2000ca@yahoo.co.uk Chow, Thomas Voon Foo Universiti Sains Malaysia Pulau Pinang, MALAYSIA. tomichow@usm.my
ABSTRACT
Up to date, very few studies have explored writing processes in the context of EFL. The purpose of the study was to investigate how writing proficiency affects the writing process of a selected group of English language and literature students at Yarmouk University in Jordan. (60) English language and literature students at Yarmouk University in Jordan were asked to complete a questionnaire of writing strategies. Significant results were found in this study. First, writing processes were seldom used among students at Yarmouk University in Jordan. Second, English proficiency affected the writing processes used among students at Yarmouk University in Jordan. The respondents, like most Jordanian university students, usually fail to express complex ideas in their writing as they lack the appropriate vocabulary, both general and technical, as is evident in the respondents’ answers. The lack of appropriate vocabulary on the part of the respondents in turn affects their writing process itself as the findings reveal that these low proficiency respondents did not plan, edit or revised their written essays. Keywords: Writing processes, writing proficiency, EFL, Jordanian Students, Writing, and Yarmouk University.
INTRODUCTION For the past few decades, the focus in language learning and acquisition has been learner-centered rather than teacher-centered (Reiss, 1985; Wenden, 1991). The learners themselves must take the initiative to work on their own with the teachers facilitating their study. In this regard, Tamada (1996) maintains that research in language learning has started to