Exploring Attitudes and Strategies in L2 Writing: A Qualitative Study of EFL Students at Sebha University
DOI:
https://doi.org/10.37375/sujh.v15i2.3678Keywords:
Attitude, EFL, ESL, Writing process, Writing strategiesAbstract
Writing in a second language involves both cognitive and affective challenges, yet limited research has explored the interaction of emotional and strategic factors among Libyan EFL learners. This study addresses this gap by examining students’ attitudes and strategies throughout the writing process. A qualitative design was employed using semi-structured interviews and classroom observations with Libyan university EFL students. The data were analyzed thematically to identify recurring patterns across participants’ emotional, strategic, and behavioral responses to writing tasks. Three central themes were identified: (1) emotional orientations toward writing, (2) strategic approaches to planning and revision, and (3) behavioral patterns before, during, and after writing. Participants reported a continuum of emotions from confidence to anxiety and employed diverse strategies such as outlining, freewriting, and audience awareness. Observational data confirmed consistent behaviors, including pre-writing preparation and post-writing reflection. The findings underscore writing as a complex process influenced by emotional, cognitive, and environmental factors. Pedagogically, the study highlights the need for instructional practices that integrate emotional support and strategic guidance to enhance EFL learners’ writing competence and confidence.
References
Al-Huneidi, A., & Schreurs, J. (2022). The effects of writing strategy instruction on EFL learners’ writing development. Language Teaching Research Quarterly, 28(4), 112–130.
Alshahrani, A. (2023). Metacognitive writing strategy instruction in the EFL context: Focus on writing performance and motivation. Arab World English Journal, 14(2), 75–90.
Abas, I. H., & Abd Aziz, N. H. (2016). Writing strategies of Malaysian ESL undergraduate students. International Journal on Studies in English Language and Literature, 4(9), 32–45.
Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal, 41(4), 257–267.
Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12(3), 3–15.
Baker, W., & Boonkit, K. (2004). Learning strategies in writing in English as a foreign language: A study of Thai university students. Regional Language Centre Journal, 35(3), 299–328.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Berkenkotter, C. (1982). Decisions and revisions: The planning strategies of a publishing writer. College Composition and Communication, 34(2), 156–172.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101.
Chelala, S. (1981). Attitudes toward writing in English as a second language: A study of Arabic-speaking college students. English Language Teaching Journal, 35(3), 231–238.
Clark, C., Picton, I., Cole, A., & Bonafede, F. (2024). Children and young people's writing in 2024. National Literacy Trust.
Cohen, A., & Spencer, J. (1993). Language in use. London, UK: Routledge.
Creswell, J. W. (2003). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson/ Merrill Prentice Hall.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Crystal, D. (2006). How language works: How babies babble, words change meaning, and languages live or die. London, UK: Penguin Books.
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81–141.
Cushing, I. (2002). English teaching and the moving image. London, UK: Routledge.
De Larios, J. R.-F., Murphy, L., & Marín, J. (2002). Critical reflections on the process of writing in a second language. Journal of Second Language Writing, 11(3), 235–250.
Dimling, L. M., & Shankland, R. K. (2006). Writing and literacy development: An integrated approach. Journal of Language and Literacy Education, 2(1), 45–59.
Dyson, A. H., & Freedman, S. W. (2003). Writing. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 967–992). Mahwah, NJ: Lawrence Erlbaum.
Elabbar, A. (2022). A study of metacognitive strategy knowledge in writing: The case of Libyan university students. Misurata Journal of Educational Research, 3(1), 55–72.
Elabbar, A., & Ibrahim, S. (2023). Libyan university students’ language learning strategy use and their language achievement. Arab World English Journal, 14(1), 1–20.
Ferris, D. (2001). Teaching writing for academic purposes. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 298–314). Cambridge, UK: Cambridge University Press.
Haswell, R. (1983). Minimal marking. College English, 45(6), 600–604.
Hedge, T. (1988). Writing. Oxford, UK: Oxford University Press.
Ibrahim, M., & Ismail, Z. (2023). Enhancing students’ writing skills using mind mapping strategy. International Journal of Education and Literacy Studies, 11(2), 45–56.
Jones, S. (1982). Attention to rhetorical form while composing in a second language. In M. Freedman, I. Pringle, & J. Yalden (Eds.), Learning to write: First language/second language (pp. 152–168). London, UK: Longman.
Jorgensen, H., & Petersen, A. (2025). Applying self-regulated strategy development in Danish schools. Journal of Writing Research, 17(1), 78–101.
Juzwik, M. M., Curcic, S., Wolbers, K., Moxley, K. D., Dimling, L. M., & Shankland, R. K. (2006). Writing into the 21st century: An overview of research on writing, 1999 to 2004. Written Communication, 23(4), 451–476.
Krapels, A. (2012). Second language writing: Multidisciplinary perspectives. Journal of Second Language Writing, 21(4), 321–325.
Krashen, S. D. (1978). The monitor model for adult second language performance. In M. Burt, H. Dulay, & M. Finnochiaro (Eds.), Viewpoints on English as a second language (pp. 152–161). New York, NY: Regents.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann.
Langan, J. (2005). College writing skills with readings (6th ed.). New York, NY: McGraw-Hill.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London, UK: Longman.
Leonard, T. C. (2002). Origins of behaviorism. New York, NY: Routledge.
Leki, I. (2003). A narrow thinking system: Nonnative-English-speaking students and their response to writing in English. Journal of Second Language Writing, 12(1), 17–31.
Li, Q., Yin, J., & Ma, X. (2024). The motivational mechanism underlying primary students’ writing performance: The mediating role of self-efficacy for self-regulation. Humanities and Social Sciences Communications, 11(1), 1–13.
Li, X., & Wang, Y. (2023). Motivational beliefs and writing self-efficacy of international students in online academic English courses. Journal of Language and Education, 9(3), 145–162.
Limpo, T., & Oliveira, S. (2024). Writing attitudes predict text planning and text length in elementary grades. Frontiers in Education, 9, 1323345.
Nunan, D. (1996). Language teaching methodology: A textbook for teachers. London, UK: Prentice Hall.
Rahimi, M., & Zhang, L. (2024). Effects of metacognitive writing strategies on EFL students’ writing and motivation. SAGE Open, 14(1), 1–15.
Raimes, A. (2002). Techniques in teaching writing (2nd ed.). Oxford, UK: Oxford University Press.
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229–258.
Rijlaarsdam, G., Janssen, T., & Van den Bergh, H. (2024). The ABCs of writing motivation: A systematic review of theory and research. Frontiers in Education, 9, 1396484.
Rivers, W., & Temperley, M. (1979). A practical guide to the teaching of English as a second or foreign language. New York, NY: Oxford University Press.
Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315–320). Cambridge, UK: Cambridge University Press.
Silva, T., & Brice, C. (2004). Research in teaching writing. Annual Review of Applied Linguistics, 24, 70–106.
Silva, T. (2005). On the future of L2 writing: A colloquy. Journal of Second Language Writing, 14(3), 195–207.
Sun, P., & Wang, Y. (2023). Validation of the self-regulated writing strategies questionnaire for advanced EFL learners. Journal of Second Language Writing, 63, 100712.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
Teng, F., Wang, C., & Zhang, L. J. (2021). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing, 48, 10–25.
Verspoor, M., Lowie, W., & de Bot, K. (2004). Variability in second language development: Using dynamic systems theory to study the L2 writing process. John Benjamins.
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165–187.
Zhao, X., & Xu, Y. (2025). Writing assessment literacy and psychological factors affecting EFL students’ writing performance. Journal of Second Language Writing, 58, 101234.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Appendix I
Interview questions
Emotional attitudes towards writing
How do you usually feel before you begin writing?
What emotions do you experience while you are writing?
Can you describe how you feel once you have finished writing?
Writing Preparation and Planning
What steps do you usually take before starting a writing task?
Do you prefer to plan your writing mentally or write things down first? Why?
Writing Process and Strategy
Can you walk me through what you usually do while writing?
Are there specific techniques or strategies you use to help you write better?
Do you usually write in one sitting or take breaks? Why?
Revision and Evaluation
What do you usually do after finishing a piece of writing?
How important is it for you to revise your writing? Can you explain your revision process?
Environment and Influences
What kind of environment helps you write well?
Do you think about who will read your writing while you are writing? If so, how does that affect what you write?
Follow up questions (Used when Needed) were: Can you give an example of that?, How does that usually work for you?, Why do you think that is?, What happens if you don’t do that? Has that always been your approach, or has it changed over time?
