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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Issa Al Hinai
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DOI:10.17265/1539-8072/2018.10.001
Al-Musanna College of Technology, Al-Musanna, Oman
Teachers are supposed to apply the Genre-Based Approach (GBA) to teach academic writing in the Foundation Year Program (FYP) in the colleges of technology. However, students in these colleges find it difficult to produce a formal piece of academic work (Al-Husseini, 2004). Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening. He carried a questionnaire study to reveal the causes of difficulties in academic writing. The author restricted his focus on research to lack of practice in applying these skills in students’ writing as that is more relevant in the technical colleges’ context. The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA, partly discourage the adequate mastering of these skills. Following the GBA to tackle such problem might be useful. As a consequence, the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.
academic writing, Foundation Year Program, English for academic purposes, English language teaching, the Genre-Based Approach, writing for different genres
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