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English language proficiency is highly important in today’s globalized world, and Saudi Arabia recognizes the need for its students to acquire strong English writing skills. However, Saudi secondary school students often face numerous challenges relating to the development of English writing abilities. This research paper analyses the multifaceted factors (i.e. linguistic, sociocultural, and educational) influencing Saudi secondary school students’ English writing proficiency. Utilizing a quantitative approach, data were collected from 278 Saudi secondary school students by means of an online questionnaire. The results showed that linguistic factors had a positive effect on students’ English writing in Saudi Arabia, that sociocultural factors had a significant influence, and that educational factors also had some effect. By addressing these factors and implementing the recommended strategies, educators, policymakers, and stakeholders can work towards enhancing English writing instruction and, thus, improve students’ English writing proficiency.
Khaled Aldossary (Fri,) studied this question.