Strength for Today and Bright Hope for Tomorrow

Volume 11 : 2 February 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.



  • We seek your support to meet the expenses relating to the formatting of articles and books, maintaining and running the journal through hosting, correrspondences, etc.Please write to the Editor in his e-mail address to find out how you can support this journal. Thank you. Thirumalai, Editor.




  • E-mail your articles and book-length reports in Microsoft Word to
  • Contributors from South Asia may e-mail their articles to
    B. Mallikarjun,
    Central Institute of Indian Languages,
    Mysore 570006, India
  • Your articles and booklength reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.
  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2010
M. S. Thirumalai


The Reasons behind Writing Problems for
Jordanian Secondary Students 2010-2011

Rula Tahsin Tarawneh, M.A. Applied Linguistics

Student in Jordan


Jordanian students in the secondary schools face difficulties while writing English language. These problems arise because the students are not adequately familiar with English language and they do not have enough practice of it. This article highlights the main reasons behind the problems of writing and recommends some solutions to overcome them in the Jordanian classrooms. The skill of writing is one of the four skills of English language which must be taken into consideration and not neglected.


Writing in a foreign or second language is a courageous experience especially for students whose native language is not of the same origin as the target language. Arabic-speaking students learning English is a good example here. These students are faced with the school curriculum that includes the four main skills of English language. Among these skills, they find writing skill the most difficult one and face many problems while composing simple short paragraphs.

Writing in general is the least lovable skill to Arabic-speaking students and this can be contributed to the fact that successful learning of the writing skill depends on the success learners have with the learning of other skills. Normal teaching programs adopt the natural order of listening, speaking, reading and writing in their teaching schedule. Even though writing comes as the last skill, it can't be neglected and needs a lot of attention from the teacher and the student because it is necessary in daily academic life. Students are expected to learn how to be good writers. If they can't write correctly and logically using appropriate language and style, life will be difficult for them not only at school but in adult life, too (Neville, 1988).

The Objective of This Study

The objective of this study is to show that the roles of the teachers and the students go side by side when it comes to mastering writing problems which many high school students face in the public schools in Jordan. The problems they face could be as a result of the lack of knowledge in English language such as not being able build up adequate vocabulary. It is also due to the reason that the students do not know how to write words, phrases, and sentences. They may also not be good at all in all the skills of the language. They may face a lot of native language interference or they may lack motivation.

Writing gives the opportunity to the students to be adventurous with the language, to take the risk and to go further of what is learned to talk about (Shouman, 2002, p.1). The teachers of English language who teach in high schools are aware of the difficulties involved in the process of learning how to master the different types of writing tasks and how to produce fairly coherent, accurate, meaningful and proper composition by high school students.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Call for Papers for a Language in India Special Volume on
Autobiography and Biography in Indian Writing in English
| Call for Papers for a Special Volume on Indian Writing in English - Analysis of Select Novels of 2009-2010 | Hoping Against Hope: A Discourse on Perumal Murugan's Koolla Madari (Seasons of the Palm) | Ghanaian English: Spelling Pronunciation in Focus | The Relationship between Gaining Mastery on 'Content' (School Subject Matters) and 'Linguistic Competence Level in Second Language' through Immersion Program | Reader-centric and Text-centric Approaches to Novel - A Study of Intertextuality in Salman Rushdie's The Enchantress of Florence | Which One Speaks Better? The Field-Dependent or the Field-Independent? On the Effects of Field-Dependent/Field-Independent Cognitive Styles and Gender on Iranian EFL Learners' Speaking Performance | A Critical Look into Basic Assumptions of Teaching English as an International Language (EIL) | Digital Storytelling - A Case Study on the Teaching of Speaking to Indonesian EFL Students | The Reasons behind Writing Problems for Jordanian Secondary Students 2010-2011 | A Multidimensional Approach to Cross-Cultural Communication | A Study to Identify Problems Faced by the Heads of Secondary Schools in Kohat in North-Western Frontier Province, Pakistan | Go Beyond Education to Professionalism - Transition from Campus to Corporate | Impact of Students' Attitudes on their Achievement in English - A Study in the Yemeni Context - A Master's Degree Dissertation in TESL | Natural and Supernatural Elements in Arun Joshi's The City and the River | Pedagogical Values Obtained from a Language Class in an EFL Context - A Case Study from Indonesia | A New Tone in ELT - Positive Uses of Translation in Remedial Teaching and Learning | Training Dilemma: Analysis of Positive/Negative Feedback from the Workplace Setting in Pakistan | Learning Styles and Teaching Strategies: Creating a Balance | A Study on Evaluating the Discourse Skills of Engineering Students in Coimbatore, Tamilnadu, India | Syntax and Semantics Interface of Verbs | History Revisited in Oral History by Nadine Gordimer | Provision for Linguistic Diversity and Linguistic Minorities in India - A Masters Dissertation in Applied Linguistics and ELT | A Speech Act Analysis of Jane Eyre | Matriarchal and Mythical Healing in Gloria Naylor's Mama Day | Impact of Project Based Method on Performance of Students | Computer: A Device for Learning English Language - A Summary of Advantages and Disadvantages | Mobile Phone Culture and its Psychological Impacts on Students' Learning at the University Level | Review of English and Soft Skills by S. P. Dhanavel (Orient BlackSwan, Hyderabad, 2010) | A PRINT VERSION OF ALL THE PAPERS OF FEBRUARY, 2011 ISSUE IN BOOK FORMAT. This document is better viewed if you open it online and then save it in your computer. After saving it in your computer, you can easily read all the pages from the saved document. | HOME PAGE | CONTACT EDITOR

Rula Tahsin Tarawneh, M.A. Applied Linguistics
Al-Baliqa Applied University

  • Send your articles
    as an attachment
    to your e-mail to
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknolwedged the work or works of others you either cited or used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian scholarship.