Academic Writing Problems in L2 Settings: Realities and Need for Intervention

Abstract

Building on evidence from prior research, this literature review focuses on academic writing problems in ESL /EFL contexts, bringing to the fore emerging approaches to academic writing and calling for a shift from writing across the curriculum program to writing in specialized centers to propagate the integration of writing rather than some fixed tasks throughout the curriculum. For the study purpose, a theoretical-based descriptive thematic procedure was adopted, while at the same time providing pedagogical implications for automated writing and evaluation. As aside, instituting multimodal composition that fully engages all senses connects the linguistic and non-linguistic (semiotic) dimension of meaning-making. It enhances written fluency and liberates learners from getting bogged down in grammatical flaws and beyond alphabetic literacy. Given the situation in the local Yemeni EFL context, the current review highlights that writing would remain in a state of limbo unless it is coupled with a timely intervention addressing the problems of writing from school to university in light of these refinements.  Keywords: Academic Writing (AW), Problems, ESL, EFL, corrective Intervention