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L2 WRITING IN AN ESP CONTEXT: INVESTIGATING THE CURRENT PRACTICES

AND NEEDS AT A TERTIARY INSTITUTION IN YEMEN

Thesis · May 2010

DOI: 10.13140/RG.2.2.11805.51681

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Hussein Taha Assaggaf

Albaha University
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ABSTRACT

This study investigates two major issues in the teaching and learning of L2 writing in
an ESP context at a tertiary institution in Yemen. The first issue is investigating the
current practices of those involved in the teaching and learning of writing including
administrators, instructors and students. The second issue is analysing the students’
needs for writing reports required for completing the degree program. To achieve
these objectives, the study used both qualitative and quantitative methods. Data were
gathered using four techniques, namely observations, interviews, document analysis
and questionnaires. The respondents of the study were the administrators (dean of
faculty and head of language unit), instructors, present students and graduates. To lend
credibility to the qualitative data gathered, two major techniques were utilised:
triangulation and member checking. The findings of the study demonstrated several
practices that are currently employed by the respondents. These were categorised into
three, namely administrative practices, instructional practices and student writing
practices. In addition, the findings from the needs analysis disclosed a number of
needs for writing in the ESP context including the need for adequate preparation of the
students in writing, the need for linking the writing course to the reports and content
courses, and the need for allocating more practice in the teaching of writing. When
comparing the findings, it has been found that there was an explicit gap between the
current practices and the writing needs identified. The study concluded by proposing
several suggestions for improving the teaching and learning of L2 writing in ESP
contexts.

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