Abstract
Developing proficiency in English writing has always been a challenge for L2 learners in general and Saudi learners in particular. Despite the widespread presence of English departments as a result of the sharp rise of Saudi universities in the previous decade, the numbers of outcomes or achievements in terms of skills are very discouraging. This paper aims to study this issue closely by investigating the most crucial elements that are likely to explain this weakness by reviewing the related empirical and theoretical studies in the Saudi context. This paper also aims to present to researchers a quick reference as to how English writing skills have evolved in Saudi Arabia in the recent past, and specifies the challenges faced not only by Saudi L2 learners but also professionals involved in English language teaching. Moreover, this paper provides the professional with an overview of all the pedagogical improvisations carried out so far in the Saudi teaching context and suggests a path for moving forward.