Research Article
Challenges and Solutions in Saudi EFL Students’ Process Writing of Argumentative Essays
Afnan Farooqui*
,
Seham Elashhab
Issue:
Volume 3, Issue 4, December 2025
Pages:
67-81
Received:
1 September 2025
Accepted:
15 November 2025
Published:
4 December 2025
Abstract: This study examines the challenges encountered by Saudi EFL university students when composing argumentative essays, focusing on the three stages of the writing process: pre-writing, writing, and post-writing. A mixed-method explanatory sequential design was adopted, combining a survey of 150 first-year female medical students with follow-up semi-structured interviews of five participants. The survey, adapted from established writing criteria, measured difficulties across brainstorming, outlining, drafting, revising, and editing, while interviews provided deeper insights into the underlying causes of these challenges. Quantitative results revealed that outlining was the most difficult pre-writing task, with 71% of students reporting challenges in organizing ideas. During the writing stage, 73% struggled with constructing main body paragraphs and 79% had difficulty linking sentences smoothly, often due to limited knowledge of connectors and confusion about sentence boundaries. In the post-writing stage, 80% of participants found revising first drafts difficult, while 70% struggled with mechanics such as punctuation and capitalization, and nearly half reported problems with grammar editing. Qualitative findings confirmed that these difficulties stemmed from insufficient grammatical knowledge, lack of prior practice, and low motivation. Students frequently described argumentative writing as more complex than descriptive or reflective tasks, requiring critical thinking, persuasive reasoning, and extended content development. They also expressed limited confidence in peer review, perceiving it as ineffective compared to teacher feedback. To address these issues, students recommended continuous training, individualized teacher support, and exposure to clearer models and examples. They emphasized the importance of explicit instruction in outlining, grammar, and connectors, as well as increased opportunities for group discussions and collaborative editing to enhance idea generation and revision skills. Additionally, they highlighted the potential of innovative digital tools and creative activities to increase motivation and engagement. The study carries important implications for pedagogy and policy in Saudi higher education. Teacher training should focus on scaffolding each stage of the writing process and providing sustained formative feedback. Curriculum design should integrate sequenced argumentative writing tasks supported by explicit instruction in organization and critical thinking. Finally, technology can be leveraged to promote active learning, self-regulated revision, and greater student confidence.
Abstract: This study examines the challenges encountered by Saudi EFL university students when composing argumentative essays, focusing on the three stages of the writing process: pre-writing, writing, and post-writing. A mixed-method explanatory sequential design was adopted, combining a survey of 150 first-year female medical students with follow-up semi-s...
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Research Article
Multilingual Learner in Digital Age: Investigating the Effectiveness of E-learning in Language Acquisition and Academic Achievement
Issue:
Volume 3, Issue 4, December 2025
Pages:
82-92
Received:
19 November 2025
Accepted:
5 December 2025
Published:
30 December 2025
DOI:
10.11648/j.ijetl.20250304.12
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Views:
Abstract: This study investigates the effectiveness of e-learning in supporting language acquisition and academic performance among multilingual learners (MLs) in the digital age. As educational technology continues to evolve, e-learning platforms offer unique opportunities for personalised and accessible language instruction tailored to diverse linguistic backgrounds. It highlights the advantages of e-learning, including the accessibility of resources, personalised learning experiences, and the incorporation of multimedia elements that enhance engagement and comprehension. The study adopts descriptive design of the survey type. The sample size comprises 300 students and 50 teachers of English language randomly selected from five (5) grade A and five (5) grade B public and private junior secondary schools in Ekiti State, Southwest, Nigeria. The instrument used for the collection of data was a structured questionnaire titled “Questionnaire on Language Acquisition and Academic Performance among Multilingual Learners” (QLAAPMLL). The instrument was validated by experts. A reliability coefficient of 0.67 was obtained. The data collected were analysed using descriptive statistics. The result revealed a mean of 3.49 and a standard deviation of 1.37, the responses show that many students experience a sense of disconnection during online learning, valuing the social component of in-person interactions. The findings underscore the importance of inclusive and adaptive e-learning strategies that consider the unique needs of this diverse population in order to enhance their educational experiences in a rapidly changing digital landscape. It is therefore recommended that to support multilingual learners in the digital age, e-learning platforms should be inclusive, offering multilingual support and culturally relevant content.
Abstract: This study investigates the effectiveness of e-learning in supporting language acquisition and academic performance among multilingual learners (MLs) in the digital age. As educational technology continues to evolve, e-learning platforms offer unique opportunities for personalised and accessible language instruction tailored to diverse linguistic b...
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