Incorporating Cultural Background in Teaching EFL Writing in Libyan: A Critical Literature Review
Bilah Samping Artikel
Isi Artikel Utama
Abstrak
This study explores the crucial influence of cultural background on the writing performance of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, focusing specifically on the Libyan context. The impact of cultural background is observed across various dimensions of writing, encompassing content, organization, style, language, and conventions. Additionally, cultural backgrounds shape the writing strategies adopted by EFL and ESL learners. Considering the significance of this influence, the paper advocates for awareness among EFL and ESL teachers regarding the cultural backgrounds of learners when designing or adopting instructional techniques for teaching EFL writing. The literature review critically examined the roles played by learners' cultural backgrounds in shaping their writing skills. It explores the role of the English language in Libya and assesses the current practices in teaching EFL writing within the Libyan educational landscape. The study discovered that very few studies have been conducted concerning EFL and cultural background in the Libyan context. Thus, it identifies challenges faced by Libyan undergraduates in EFL writing due to their different cultural and linguistic backgrounds, which differ from that of the English language. In conclusion, this study offers valuable insights into the complex relationship between cultural background and EFL writing performance. The paper contributes to a deeper understanding of the challenges faced by Libyan students and provides practical recommendations for instructors. Furthermore, the study identifies potential avenues for future research in the dynamic field of EFL writing instruction.
Unduhan
Rincian Artikel
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish in Al-Lisan: Jurnal Bahasa (e-Journal) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Referensi
Abdullah, A.T.H., Alsohbo, K. S.I., & Hassan, I. (2022). Gender differences in written communication anxiety among Libyan postgraduates in Malaysia. Arab World English Journal, 13 (3) 285-295.https://dx.doi.org/10.24093/awej/vol13no3.18
Abou, B. A. (2017). The role of cultural factors in the EFL teaching and learning process in Libya. Journal of Language Teaching and Research, 8(5), 956-964.
Ahmed, K. M. (2015). Perceptions of Libyan English language teachers towards teaching the target culture. Arab World English Journal (AWEJ), 6. (2), 154 –161.https://doi.org/10.2139/ssrn.2834385
Al-Asadi, S. (2015). The impact of cultural imperatives on academic writing in Arab contexts. European Scientific Journal November 11(31), 120-138.
Al-Hazmi, S., & Schofield, P. (2007). Enforced revision with checklist and peer feedback in EFL writing: The example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences), 8 (2), 237-267.
Almushwat, R. F. & Sabkha, S. A. (2023). A study on the diagnostic effect of social media on Libyan EFL university students' writing skills in general and day-to-day written communication specifically. International Journal of Linguistics, 15(3):1-27.https://doi.org/10.5296/ijl.v15i3.21060
Amirkhanovaa, K. M., Ageevab, A. V., & Fakhretdinov, R. M. (2016). Enhancing students’ learning motivation through reflective journal writing. Proceedings of IFTE 2016: 2nd International Forum on Teacher Education.https://doi.org/10.15405/epsbs.2016.07.3
Ariza, D. (2007). Culture in the EFL classroom in Universidad de la Selle: An invitation project. Actualidades Pedagogicas. Retrieved from:https://www.researchgate.net/publication/242639458_Culture_in_the_EFL_classroom_at_Universidad_de_La_Salle_An_innovation_project
Alsied, S. M., Ibrahim, N. W., & Pathan, M. M. (2018). Errors analysis of Libyan EFL learners' written essays at Sebha University. International Journal of Language and Applied Linguistics, 3(1), 1-32. Retrieved from:https://khsj.elmergib.edu.ly/index.php/jhas/article/view/249
Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences, 6(1), 100-110. Retrieved from: https://www.researchgate.net/publication/313030902_Culture_in_ELT
Badger, R., & G. White. (2000). A process genre approach to teaching writing. ELT Journal, 54 (2), 153-160.https://doi.org/10.1093/elt/54.2.153
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Lawrence Erlbaum Associates.https://doi.org/10.1016/s1475-1585(02)00008-5
Birjandi, P., & Bagherkazemi, M. (2010). The effect of culture on second language learners' writing performance. Journal of Language and Translation, 1(1), 43-51.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.https://doi.org/10.21832/9781800410251
Byram, M., & Feng, A. (2006). Living and studying abroad: Research and practice. Multilingual Matters.https://doi.org/10.21832/9781853599125
Carson, J. G. (2001). "Was this written by a man or a woman?" An overview of methods in gender and language research. Journal of English Linguistics, 29(3), 250-270.
Connor, U. (1996). Contrastive rhetoric: cross-cultural aspects of second-language writing. Cambridge University Press.
Gholami, J., & Seifoori, Z. (2020). Peer feedback and Iranian EFL learners' writing improvement. International Journal of Instruction, 13(1), 1459-1476.
Halliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, pp.17-29. Retrieved September 9, 2014.http://dx.doi.org/10.1016/S1060-3743 (02)00124-8. Kaplan, R. B., & Baldauf Jr, R. B. (1997). Language and language-in-education planning in the Pacific Basin. Springer.
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press. Ann Arbor, Michigan, USA.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1-20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Khilafat, M. & Reddy, G. C. (2022). Role of culture in EFL teaching in Libya: A comparative study on perceptions of teachers and students. Webology, 19(2), 3804-3815.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Kramsch, C. (1998). Language and culture. Oxford University Press.
Kuo, I. Y., & Anderson, R. C. (2010). The influence of culture on writing: Implications for teaching and learning. Educational Psychology Review, 22(3), 357-374.
Lee, Y. (2011). The influence of cultural background knowledge on L2 academic writing: Korean graduate students writing in English. Journal of Second Language Writing, 20(2), 94-105.
Milad, R. M., Almalul, R. M. & Lawej, A. I. (2021). Academic writing difficulties faced by Libyan EFL undergraduates at Elmergib University. International Journal of Research in Humanities, Arts and Literature (IJRHAL). 9, (11), 15–24.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson Education.
Omar, N. A. (2014). The effectiveness of feedback on EFL Libyan writing context. Arab World English Journal, 5(1), 326-339.
Pathan, M. M., & Marayi, Z. E. (2016). Teaching English as a foreign language in Libyan schools: Issues and challenges. International journal of English and education, 5(2), 19-39.
Ramazanoğlu, I. & Kürüm, O. U. Y. K. (2022). Cultural content analysis of the ELT textbooks in Libya. International Journal of Social Science and Humanities Research, 10(3), 76-82.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657-677.https://doi.org/10.2307/3587400
Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14(3), 153-173.https://doi.org/10.1016/j.jslw.2005.05.002
Swales, J.M., (1998). Other floors, other voices: A textography of small university building. Hillsdale, NJ: Lawrence Erlbaum Associates.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.