Exploring the Development of English Language Writing Skills at the Tertiary Level

Abstract

This study investigates the development of writing skills among first-year students at a Saudi Arabian university. Over the course of a two-semester academic year, students complete six writing tests, each requiring a specific type of essay, including descriptive, argumentative, compare and contrast, cause and effect, and persuasive writing. A total of 360 essays from 60 students were analyzed quantitatively to track their writing progress. Additionally, face-to-face interviews were conducted to explore students' perceptions of their writing experiences, challenges, and improvements. The analysis was guided by specific rubrics to assess key writing components such as grammar, coherence, organization, and argumentation. By examining both students’ written pieces and their reflections, this study provides valuable insights into their writing development in an EFL context. The findings contribute to a deeper understanding of academic writing acquisition at the tertiary level and offer insightful pedagogical recommendations for enhancing writing instruction in similar educational settings.