Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21462
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dc.contributor.authorAlnufaie, Mohammad-
dc.contributor.authorGrenfell, Michael-
dc.date.accessioned2016-10-27T01:51:09Z-
dc.date.available2016-10-27T01:51:09Z-
dc.date.issued2012-12-
dc.identifier.urihttp://hdl.handle.net/1893/21462-
dc.description.abstractThis study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants' description of their teachers' writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.en_UK
dc.language.isoen-
dc.publisherKanda University of International Studies-
dc.relationAlnufaie M & Grenfell M (2012) EFL Students' Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-Access Language Learning, Studies in Self-Access Learning Journal, 3 (4), pp. 407-422.-
dc.rightsThe authors retain copyright over their work under a creative commons 3.0 agreement. Proper attribution of authorship and correct citation details should be given.-
dc.subjectEFL writing strategiesen_UK
dc.subjectprocess writing approachesen_UK
dc.subjectproduct writing approachesen_UK
dc.subjectESP writing in Saudi Arabiaen_UK
dc.titleEFL Students' Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-Access Language Learningen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleStudies in Self-Access Learning Journal-
dc.citation.issn2185-3762-
dc.citation.volume3-
dc.citation.issue4-
dc.citation.spage407-
dc.citation.epage422-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.identifier.urlhttp://sisaljournal.org/archives/dec12/alnufaie_grenfell-
dc.author.emailmichael.grenfell@stir.ac.uk-
dc.contributor.affiliationTrinity College, Dublin-
dc.contributor.affiliationEducation Management and Support-
Appears in Collections:Faculty of Social Sciences Journal Articles

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