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dc.contributor.authorEl Raggas, Abdelsalam A. Mustafa
dc.date.accessioned2022-09-16T19:00:21Z
dc.date.available2022-09-16T19:00:21Z
dc.date.issued2014-12
dc.identifier.urihttp://hdl.handle.net/10484/12658
dc.description.abstractThis study investigate d the writing difficulties that Libyan graduate students encounter while attending universities in the United State s. Libyan graduate students have difficulties in writing effective paragraphs and essays Most of their academic writing tasks have numerous grammatical errors and their writing style appears elementary like . The main purpose of this study was to diagnose writing issues such as grammar, unity, style, diction, and language interference that the students encounter and find solutions for existing problems. A mixed methods approach was employed in this study. One hundred Libyan graduate students studying at U. S. universities were sought as part icipants. Data were collected by using an online questionnaire that consisted of 14 multiple choice questions, four open end ed questions and two writing tasks. In the writing part, the participants were asked to write tw o different topics. Error analysis was used to analyze the participants’ mistakes. The analysis of the writing samples focused on thesis, unity, style, and diction and grammatical mistakes. The findings have revealed that the most common difficulty encount ered by Libyan graduate students in writing is grammar. The common grammatical errors from the participants involved articles especially over use of the definite article the in many sentences. The study also showed that the majority of participants did not use writing techniques such as brain storming, outlining and clustering to complete their writing assignments in English . It was also revealed that there was little emphasis in teaching English writing on other elements, such as techniques and style, communicating the content (idea and information) and learning vocabulary and diction (knowing the correct use of the word). Therefore, teaching methods that Libyan teachers frequently use in teaching writing were not adequate in terms of preparing the Liby an students for appropriate levels of academic writing and did not help them to be more creative in writing since writing is not just grammatical rules. This study has also indicated that the majority of the participants, 84.5%, did not do any collaborativ e work activities, such as peer editing, proofreading, and so forth in writing class es in Li bya It has been observed that some participants relied on both the first language thinking and translation while composing in English to complete their writing tasks. Some participants employed some similar rhetorical strategies of their first language when composing in English. The rhetorical impact of the first language, Arabic, has been shown in some cases for example, repetition. It appeared from their writing samples that the participants were not acquainted with various writing styles and purpose s of writing in English . Lack of variation and misapplication of some cohesive devices in the writing samples were also revealed. Some of the participants found difficulty in staying on topic in the paragraph. In other words, supporting sentences may not be related to the main idea of the paragraph. This may be due to different reasons, such as language interference. This study suggested many recommendations that will improve teaching writing in Libya.en_US
dc.language.isoen_USen_US
dc.publisherIndiana State Universityen_US
dc.subjectLibyanen_US
dc.subjectStudentsen_US
dc.subjectEnglish Writingen_US
dc.titleLIBYAN GRADUATE STUDENTS ENCOUNTER ENGLISH WRITING DIFFICULTIES WHILE ATTENDING U.S. UNIVERSITIESen_US
dc.typeDissertationen_US
refterms.dateFOA2022-09-16T19:00:21Z


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