Efl Writing At Tertiary Level

Abstract

At tertiary level, writing is not only a language learning and testing tool, but also a highly cognitive skill prerequisite for academic success. Nevertheless, in the Algerian University there seems to be no renovation in terms of syllabus content or teaching practices, since writing is still viewed as output, and not valued as possible input which can advance EFL learning, a fact that may be the underlying cause of EFL students’ low achievement in both writing and learning. This paper attempts, therefore, to examine the interrelationship between writing, learning and thinking by exploring the cognitive and metacognitive aspects of the writing skill in higher education. The ultimate objective is to readjust the place of writing in the EFL teaching/learning process for a better writing and EFL proficiency.