Writing Proficiency Levels Among Arabic and English Language Student Teachers and their Perceptions of Challenges in Writing Skill

The purposes of this study were to compare the writing proficiency levels between Arabic and EFL student teachers, measure the differences in the perceptions of both parties of challenges concerning writing skills, and identify the most common types of writing mistakes made by both of them. The study was based on a sample of 72 Arabic (n=40) and EFL (n= 32) Saudi student teachers. A mixed quantitative and qualitative approach was used in this study, where the analysis of writing proficiency levels was based on the participants’ written samples and information on the perceptions of challenges concerning writing skills was collected using a five Likert-scale ranked questionnaire and semi-structured interviews. The results of a Mann-Whitney U Test revealed a statistically significant difference between Arabic and EFL student teachers in the content, grammar and sentence structure of written materials, legibility, organisation, and overall writing skill proficiency levels in favour of the EFL student teachers. No statistically significant difference was found between the two groups regarding spelling and punctuation proficiency levels. Regarding perceptions of challenges concerning writing skills and subskills, the results revealed a statistically significant difference in favour of EFL student teachers. The replies to the open-ended question revealed writing challenges faced by both Arabic and EFL student teachers. The results of the semi-structured interviews showed that that both Arabic and EFL student teachers made some common types of mistakes while writing on the board or designing activities at home. The study concludes with some practical implications, recommendations, and suggestions for future research. Keywords: Writing Proficiency, Arabic & English Student Teacher, Perceptions, Writing Challenges, Common Writing Mistakes DOI: 10.7176/JLLL/62-07 Publication date: November 30th 201

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