Exploring Emirati Freshman’s English Writing Proficiency Level: A Case Study

Abstract

This study qualitatively investigated the English writing proficiency of Emirati female freshmen at a national university in the United Arab Emirates (UAE), focusing on common errors and missing principles in their essay writing. Content analysis of open-book assessments revealed significant deficiencies in following instructions, organizing essays (introduction, body, conclusion), constructing grammatically correct sentences, paraphrasing, using APA citations, and incorporating textual evidence. The findings highlight a gap between high school preparation and university expectations, emphasizing the need for improved writing instruction in secondary education, focusing on critical thinking, and exposure to varied writing tasks and styles, including extensive reading. This research contributes to understanding the challenges faced by Emirati students in transitioning to higher education and offers implications for curriculum design and EFL teaching practices.