Improving writing proficiency of EFL learners has become one of
the major concerns among EFL teachers, instructors, course designers, and
policy makers in contexts where English is studied as a foreign language.
Learning a foreign language such
as English is crucial to Gulf countries’ economic development and
competitiveness because it enhances cognitive and social growth, competitiveness
in the global marketplace and understanding of diverse people and cultures. As
we approach a new century where global communication will be essential for
survival, no nation can afford the luxury of ignoring linguistic factors that
could affect their international profile and growth.
As a teacher of English, your
preoccupation with helping students to develop their skills in the target language
should be your main concern in your teaching profession. When I undertook an English teaching position in a higher
educational institution in the Gulf region country during the second semester
of 2012, I was assigned a substitution class for a week in the pre-elementary
program by the department of English. During that week, I was asked to do a
revision of several modules from the course book the students had already studied.
One afternoon, when I was conducting the lesson, one student asked me for my
permission to leave the class early because he wanted to get to his house
before the rain started. He told me if the rain started, the road in which he
had to drive would be flooded and driving would be impossible. Given his
request, I asked him to write a letter stating the reason why he wanted to
leave the class early and to submit it to me. After a few minutes, he came to
me with the excuse letter and left the class. Since I was busy with a classroom
activity, I kept the letter in my file and continued my work until the class
time was over. After I went home, I found the note which the student had given
to me in the classroom. It seemed like a Japanese Haiku poem.
In
the student’s excuse letter, the message what he really wanted to communicate
to me was;
Dear
Sir/teacher,
It
may rain this afternoon. If it rains, the road will be flooded and travelling
will be difficult, so please permit me to go home early today and don’t mark me
absent in the attendance register.
Thank
you.
(Student’s
name or signature)
It should undoubtedly be
accepted that lack of writing proficiency in the target language constantly
poses problems for students studying in higher educational institutions both in
academic and social contexts. After completing their studies at a higher educational
institution, most students, who study different majors, aspire to find jobs
while a few chooses to pursue their higher degree studies. My personal
view that good proficiency in English is important for the youth in Arab countries
is confirmed by Al-Badwawi (2001, p. 9) who states that possessing good English
language abilities is considered important in increasing the future
employability of young Omanis (He refers to Omanis but his claim is true for
the whole Arab world) and improving their competitiveness in the regional and international
labor markets. For both these situations stated above, they need
to achieve writing proficiency in the target language. The note written by a student in the pre-elementary level student
indicates that writing needs to be taught. This phenomenon has been documented
by Lenneberg (1967) as follows:
Human beings universally learn to walk and talk, but that
swimming and writing are culturally specific, learned behaviors. We learn to
swim if there is a body of water available and usually only if someone teaches
us. We can write if we are members of a literate society and usually only if
someone teaches us. Just as there are non-swimmers, poor swimmers, and
excellent swimmers, so it is for writers
It can be assumed that if writing instructors do not address
the type of issue as described above, what
students write does not conform to the discourse and genre requirements that
are demanded in academic writing.
Furthermore, it needs to be stressed that if the
problem of writing proficiency of my learners who study English in EFL contexts
is not properly addressed at the Pre-elementary stage, it will continue to pose
serious communication problems. Therefore, given the problem described above,
EFL teachers should pay attention to ways and means through which they can help
their students achieve academic writing proficiency in the target language.
However, as is
often the case in Arab countries, the medium of instruction in schools in most
Arab countries is Arabic. English is taught as a foreign language mostly by Non-native
bilingual and hired mono-lingual teachers. Stressing on the status of those
teachers and their teaching methodologies, Al-Jadid (2009, p. 37) states,
I
know from my own experience that many teachers (both ‘bilinguals’ and imported
‘monolinguals’) are still not well trained in current methods and pedagogies of
ELT. Teaching directly from text-books and learning by rote is the norm,
especially in schools. Students are often bored and as a result lack enthusiasm
for and commitment to learning and acquiring English, despite the fact that
English is the key to future career advancement and security.
Fareh (2010) also
reports that inadequate preparation of EFL teachers, lack of motivation on the
part of learners, teacher-centered teaching methods and inadequate assessment
techniques are some of the major factors that render EFL programs unable to
deliver as expected.
In conclusion, as Al-Jadid and Fareh
observe, it can be assumed the status quo of ELT practice in Arab countries’ state
schools. Based on their observations and my experience with the current
students I teach, I assume that students do not receive adequate exposure to
English while they are at schools. Therefore, once they enter a college where
the medium of instruction in their chosen major is English, they fail to
perform well in listening, speaking and reading in general and writing in particular.
Writing is a cognitive activity and it involves a process that learners need to
be taught and guided through a carefully designed study program which is
relevant to their knowledge, level, age and interests in order for the learners
to achieve their personal, vocational and academic goals.
References:
Al-Badri, S. B. M. (2013). “Planting
the seeds”: Creativity in the AFTC Classroom. AL Kulial,
College Annual Magazine, 13, 38.
Al-Badwawi, H. S. Q.
(2011). The Perceptions and Practices of First Year Students’
Academic Writing at the Colleges of Applied
Sciences in Oman. (Doctoral dissertation,
University of Leeds, 2011). Retrieved March
20, 2013, from
etheses.whiterose.ac.uk/2390/1/HALIMA_FINAL_THESIS.pdf
Al-Jadid, H. S. (2009). Teaching
English as a foreign language in Oman: An Exploration of
English
Language Teaching Pedagogy in Tertiary Education. (Doctoral dissertation, Victoria
University, 2009). Retrieved March 10,
2013, from vuir.vu.edu.au/15216/1/Husna_Sept09.pdf
Fareh, S. (2010). “Changes of
teaching English in the Arab World: Why can’t EFL programs
deliver as expected?” Procedia
Social and Behavirol Sciences 2 (2010): 3600-3604.
Retrieved February 10, 2013, from http://ipac.kacst.sa/eDoc/2011/195630_1.pdf.
dio:10.1016/j.sbspro.2010.03.559.
Lenneberg. E.H. (1967).
Biological foundations of language. New York:
W’ilep.
