An In-depth Inquiry into the Complexities of Composition Writing Among Higher Education Students in Oman

Don Anton R. Balida, Saada Salim Alhabsi


This study digs into the specific writing challenges faced by higher education students in Oman, employing a mixed-methods approach including surveys, focus group interviews, and class observations. The research uncovers key difficulties in idea generation, such as students struggling to brainstorm topics, and issues with transitions, where many find it challenging to connect paragraphs coherently. It also reveals common problems in word choice, with students frequently using inappropriate or repetitive language, and in referencing, where inconsistencies and inaccuracies in citation styles are noted. Furthermore, the study identifies frequent spelling errors and grammatical inaccuracies, impacting the overall clarity of students' writing. The findings underscore the necessity for targeted writing instruction that focuses on these specific areas. The study advocates for the integration of comprehensive writing instruction into the curriculum and the implementation of support systems like online writing platforms and dedicated writing centers. These interventions aim to enhance students' writing skills, thereby preparing them better for academic and professional endeavors. The research offers valuable insights for refining curriculum design and teaching practices in Oman's higher education system, with a focus on improving students' composition writing abilities.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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