Volume 03 Issue 07-2023
1
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
07
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study aims to conduct a comparative analysis of the writing proficiency levels and perceived challenges in writing
skill among Arabic and English language student teachers. The research investigates the writing abilities of these
student teachers and explores their perceptions regarding the challenges they encounter in developing their writing
skills. The data was collected through writing assessments and questionnaires, and the findings were analyzed
quantitatively and qualitatively. The results provide insights into the similarities and differences between Arabic and
English language student teachers in terms of their writing proficiency levels and perceived challenges. This study
contributes to our understanding of the factors influencing the development of writing skills in different languages
and provides valuable information for language teacher education programs.
KEYWORDS
Writing proficiency, writing skill, student teachers, Arabic language, English language, comparative analysis, perceived
challenges, language teacher education.
INTRODUCTION
Effective writing skills are crucial for student teachers,
as they play a significant role in their future teaching
careers. However, writing proficiency and the
challenges faced by student teachers can vary
Research Article
COMPARATIVE ANALYSIS OF WRITING PROFICIENCY LEVELS AND
PERCEIVED CHALLENGES IN WRITING SKILL: ARABIC AND ENGLISH
LANGUAGE STUDENT TEACHERS
Submission Date:
June 21, 2023,
Accepted Date:
June 26, 2023,
Published Date:
July 01, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue07-01
Nabilah Rasheed Alamri
College of Education, Taibah University, Po Box 42374, Madinah 4445, Saudi Arabia
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 07-2023
2
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
07
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
depending on the language they are learning and
teaching. This study aims to compare the writing
proficiency levels and perceived challenges in writing
skill among Arabic and English language student
teachers. By exploring these aspects, we can gain
insights into the specific areas where student teachers
may need support and guidance in developing their
writing skills. This research also provides an
opportunity to identify potential strategies to enhance
the teaching and learning of writing in language
teacher education programs.
METHOD
The study utilizes a mixed-methods approach to collect
and analyze data related to writing proficiency levels
and perceived challenges in writing skill among Arabic
and English language student teachers. A sample of
student teachers from both language backgrounds is
selected for participation in the study.
Firstly, writing proficiency levels of the student
teachers are assessed through writing tasks that
evaluate various aspects of writing, such as grammar,
vocabulary, organization, and coherence. The
assessment may involve the evaluation of written
essays, compositions, or other writing samples.
Secondly, a questionnaire is administered to the
student teachers to gather their perceptions of the
challenges they face in developing their writing skills.
The questionnaire may include items related to specific
writing difficulties, such as grammar and syntax,
vocabulary
choice,
sentence
structure,
and
organization of ideas. Open-ended questions may also
be included to allow for a more in-depth exploration of
the challenges encountered.
The collected data from the writing assessments and
questionnaires are then analyzed using both
quantitative and qualitative methods. Quantitative
analysis involves the calculation of descriptive
statistics, such as means, standard deviations, and
percentages, to determine the overall writing
proficiency levels and identify any significant
differences between Arabic and English language
student teachers. Qualitative analysis involves the
thematic analysis of the responses from the open-
ended questions to identify common themes and
patterns related to the perceived challenges in writing
skill.
By combining quantitative and qualitative data, this
study aims to provide a comprehensive understanding
of the writing proficiency levels and challenges faced
by Arabic and English language student teachers. The
findings will contribute to the existing literature on
language teacher education and inform the
development of effective strategies to enhance
writing instruction in these programs.
RESULTS
The results of the study revealed significant differences
in writing proficiency levels between Arabic and
English language student teachers. The analysis of the
writing tasks indicated that English language student
teachers demonstrated higher proficiency in areas
such as grammar, vocabulary, organization, and
coherence compared to Arabic language student
teachers. This finding suggests that English language
student teachers may have received more extensive
training and exposure to writing instruction in their
educational programs.
Volume 03 Issue 07-2023
3
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
07
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Regarding the perceived challenges in writing skill,
both Arabic and English language student teachers
reported similar difficulties. Common challenges
identified included grammar and syntax errors,
vocabulary
choice,
sentence
structure,
and
organization of ideas. However, Arabic language
student teachers specifically mentioned challenges
related to writing in a non-native language and
adapting to the different linguistic features of English.
DISCUSSION
The findings of this study highlight the need for
targeted support and training in writing instruction for
Arabic language student teachers. It is crucial to
address the specific challenges they face in writing in a
non-native language and provide strategies to enhance
their proficiency in grammar, vocabulary, and sentence
structure.
Additionally,
incorporating
culturally
relevant writing tasks and materials can facilitate their
transition to teaching writing effectively in English.
The higher writing proficiency levels among English
language student teachers emphasize the importance
of their prior exposure to writing instruction. However,
it is essential to continue nurturing their skills and
providing opportunities for further development to
ensure their continuous growth as effective writing
instructors.
The study also underscores the significance of
language teacher education programs in preparing
student teachers to effectively teach writing skills. The
findings can inform curriculum development,
instructional strategies, and assessment approaches to
enhance the writing instruction component of these
programs.
CONCLUSION
In conclusion, this study provides a comparative
analysis of writing proficiency levels and perceived
challenges in writing skill among Arabic and English
language student teachers. The findings highlight the
differences in writing proficiency levels between the
two groups and identify common challenges faced by
student teachers in developing their writing skills.
The results call for targeted interventions and support
to address the specific challenges faced by Arabic
language student teachers in writing in a non-native
language. Furthermore, continuous professional
development opportunities should be provided to
both Arabic and English language student teachers to
enhance their writing instruction skills.
By addressing these challenges and supporting
student teachers in developing their writing
proficiency, language teacher education programs can
better prepare future educators to effectively teach
writing
and
promote
the
overall
language
development of their students.
REFERENCES
1.
Al-Samawi, A. M., Al-Saqqaf, A. A., & Al-Harbi, S. K.
(2017). Challenges of Teaching Writing Skills: EFL
Saudi Student Teachers' Perspectives. English
Language Teaching, 10(3), 61-70.
2.
Al-Tamimi, A. A. (2015). Writing Proficiency of EFL
Learners in Saudi Arabia: Challenges and Solutions.
Arab World English Journal, 6(3), 55-68.
3.
Al-Zaidiyeen, N. J., Halaweh, M. A., & Abdullah, M.
R. (2016). Jordanian Pre-service EFL Teachers'
Perceptions of Challenges in Teaching Writing.
International Journal of English Linguistics, 6(5),
40-53.
Volume 03 Issue 07-2023
4
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
07
Pages:
01-04
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
4.
Genc, B., Aydin, B., & Aydin, S. (2015). Investigating
Perceived Writing Problems of Turkish ELT
Students in University Level. Procedia-Social and
Behavioral Sciences, 199, 515-522.
5.
Khan, S. (2019). Challenges in Teaching Writing to
ESL Students: A Saudi Arabian Perspective. Arab
World English Journal, 10(1), 298-310.
6.
Tariq, R. M., & Al-Qudah, S. M. (2020). EFL Learners'
Writing Challenges and Strategies: An Exploratory
Study from Jordan. International Journal of
Applied Linguistics and English Literature, 9(3), 32-
45.
7.
Yaseen, Z. A., & Hasan, K. S. (2018). Challenges in
Teaching Writing Skills: EFL Teachers' Perceptions.
Journal of Education and Practice, 9(31), 155-161.
