The EFL Essay Writing Difficulties of Egyptian Student Teachers of English: Implications for Essay Writing Curriculum and Instruction

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The EFL Essay Writing Difficulties of Egyptian Student Teachers of English: Implications for Essay Writing Curriculum and Instruction

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dc.contributor.author Ahmed, Abdel Hamid Mohamed Abdel Hamid en_GB
dc.date.accessioned 2011-01-21T11:09:16Z en_GB
dc.date.accessioned 2011-01-25T17:26:57Z en_US
dc.date.accessioned 2013-03-21T12:52:59Z
dc.date.issued 2010-09-27 en_GB
dc.description.abstract The current study is conducted with the aim of investigating the essay writing difficulties of Egyptian student teachers of English. More specifically, it attempts to fulfil the following three aims: explore the focuses of teaching essay writing at one of the pioneering faculties of education in Egypt; investigate the different essay writing practices used by Egyptian essay writing teachers from teachers as well as their students’ perspectives; and identify the essay writing difficulties encountered by Egyptian student teachers of English at the concerned faculty of education from both students and their teachers’ perspectives. The current study adopts an interpretive methodology that uses a sequential mixed methods approach to data collection and analysis. Therefore, I administered a questionnaire to 165 student teachers of English and 7 essay writing teachers, conducted semi-structured in-depth interviews with 14 student teachers of English and 7 essay writing teachers, and observed nine essay writing sessions of different teachers. Data is analysed quantitatively using SPSS descriptive statistics and qualitatively using exploratory content analysis. Findings of the current study reveal that there are eleven focuses of teaching essay writing at the concerned faculty of education. These focuses have been classified into four main categories: Mechanics/Language, Content, Structure/Layout and Practising Writing. Findings also shed light on the essay writing teachers’ practices in relation to planning, teaching, feedback and assessment. Finally, findings show that student teachers of English encounter the following difficulties in their essay writing: planning difficulties, organisational difficulties including coherence, cohesion, and stylistic difficulties, lexical problems, and technical difficulties including grammar, punctuation, spelling and revision and editing. According to the above mentioned findings, a theoretical writing model has been devised and a pedagogical process genre approach to teaching EFL essay writing in Egypt has been proposed. Implications for essay writing curriculum planning and instruction are also included. Finally, suggestions for further research are provided. en_GB
dc.description.sponsorship The Egyptian Ministry of Higher Education en_GB
dc.identifier.uri http://hdl.handle.net/10036/120146 en_GB
dc.language.iso en en_GB
dc.publisher University of Exeter en_GB
dc.rights.embargoreason Research Publications en_GB
dc.title The EFL Essay Writing Difficulties of Egyptian Student Teachers of English: Implications for Essay Writing Curriculum and Instruction en_GB
dc.type Thesis or dissertation en_GB
dc.date.available 2012-08-01T04:00:04Z en_US
dc.date.available 2013-03-21T12:52:59Z
dc.contributor.advisor Troudi, Salah en_GB
dc.contributor.advisor Cadorath, Jill en_GB
dc.publisher.department Graduate School of Education en_GB
dc.type.degreetitle Doctor of Philosophy in Education en_GB
dc.type.qualificationlevel Doctoral en_GB
dc.type.qualificationname PhD en_GB


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