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According to (Berry,2014), teachers should enhance Arab learners to keep their culture in mind when they preform writing task, yet, Arab learners should try to express their culture within the convention of Standard English writing. This assumption agrees with (Mourssi, 2013) who claims that comfortable learner will produce much better than stressful learner.

Understanding Arabic culture is crucial for ESL teachers, (Rass, 2011) suggested that ESL teacher should learn about the Arab-Muslim culture in order to understand why Arab learner make these errors. On the other hand (Rass, 2011) advised Arab students to learn about western culture and what differs it from Arabic, learn about the academic writing which is based on critical thinking. Furthermore, (Rass, 2011) stated that since Arab learners came from oral culture, teachers might consider starting writing tasks with oral conversations in order to expand the range of possible ideas that students might produce.

Relatively, (Schachter, 2013) reported that the University of Rohde Island gives a master’s degree in education with an ESL certificate with an improved features. What unique about their program is that it offers online materials about the contraries and coulters from which student are expected to come from. Those materials are about the educational system, language and even customs of these countries.

(Egbert, 2007) noted that understanding the cultural background of the Arab students would be helpful for the teacher in order to be closer to their student, (Aubrey, 2009) agrees with him and stated that knowing general things about student cultural such as religious basic information is very helpful in improving teaching process and might give students the safety that they need. One more way to make the students happier and relived is to give them tasks that they feel excited to write about such as their special events and holydays (Palmer et al., 2007; Santos & Suleiman, 1993; Wingfield & Karaman, 2001). In addition, (Tahaineh, 2012) stated that improving the communicative competence and understanding the cultures is an important factor to be better learning English. Moreover, (Haussaman, 2003) is convinced that accepting and respecting other cultures and languages by ESL teacher is highly recommended, in addition, it does help to ask ESL students what they would say in their own language in some stages of the class.

The results of several studies indicates that the negative impact of L1, Arabic in our case, is the main problem that students encounter in their writing. To start with, (Odlin,1989)) conducts that there are two types of language transfer. First, positive transfer in which the target language is close or related to the learners’ mother tongue; in this case L1 helps students to learn the target language easier. Second, negative transfer which occur if the target language is very different in structure than the first language of the student; in this case a vast number of errors are committed by learners’. According to (Khuwalieh & Shoumali, 2000), Arab students think in Arabic and translate to English in their writing which is causing many errors. In addition, (Brown, 1994) claims that L1 negative transfer is the most common reason behind writing errors made by SL learners. This is consistent with the conclusion of (Scott & Tucker, 1977) who state that L1 interference was constant problem with Arab students, especially in their use of prepositions and articles. Similarly, (Albuainin, 2012) found that the different word order between English and Arabic causes many errors on the writing performance of Qatari students. In addition, (Alkhatib, 2001) claims that Jordonian students use Arabic structure and voice in their English writing. With the same objective, (Hayes-Harb, 2006) conducted a study and found that the different vowel system between English and Arabic is creating many spelling mistakes. Hayes-Harb believe that the fact that Arabic have only three vowels which don’t change the meaning of words is the opposite of English vowel which have significant role in spelling. Another negative effect of L1 is what (Kharama & Hajjaj, 1989) pointed to when they analyse articles errors of Arab students. Kharama & Hajjaj claim that the fact the Arabic have only (al-) as definite marker versus a, an, and the in English causes multiple errors by Arab students. In addition, (Feghali, 1997) states that Arab students tend to repeat the same idea, which is normal in Arabic writing, for the purpose of persuasion. However, the repetition of the same idea is not normal in English and might cause confusion for the reader. This is consistent with the finding of (Ruzic, 1983) who claim that Arab students over use exaggeration words and superlative which is not normal in English writing. Ruzic believes that it is caused by the negative transfer from students mother tongue. Similarly, (Adelman & Lustig, 1981) conducted a survey for Saudi employee in an American company in Saudi Arabia; the writing of the Saudi employees caused confusion for their American bosses. (Diab, 1997) added that the negative transfer of L1 is the reason behind several errors in articles, omission of copula, agreement and tense. Finally, (Beardsmore, 1982) suggests that the negative impact of L1 is causing a lot of grammar, vocabulary and phonology errors.

According to (Barry, 2014) it is crucial to understand how L1 transfer errors occur and what cause them, this understanding would lead instructors to prepare teaching strategies to overcome these errors.

Different orthography and phonological systems is pointed out in (Saigh & Schmitt, 2012) study, they recommended that Arab learners should avoid applying their L1 strategies because they are going to increase the errors in spelling. That assumption agrees with (Alhaysony, 2012) which claims that Saudi female learners tend to use Arabic structure in their English essays. In addition, (Fender, 2008; Hays-Harb, 2006; Martin, 2012) agreed on the importance of explaining the difference between Arabic and English orthography to Arab ESL learners.

As said by (Martin, 2012; Hays-Harb, 2006) short vowels is a complicated problem for Arab learners, the absence of short vowel in Arabic might cause this dilemma, focusing on short vowels and how they appear in English is necessary (Saigh & Schmitt, 2012).

In his research (Khan, 2013) stated that L1 negative transfer could be treated by remedial work and intensive sessions. Moreover, exposing students to video and audio media is helpful in the process of teaching.

According to (Tahaineh, 2012) one of the most common mistakes that are made by Arab students is in the area of syntax-semantic and particularly in the use of prepositions, articles and discourse markers. (Tahaineh, 2012) thinks that the reasons behind those mistakes is the L1 interference. (Tahaineh, 2012) proposed some points to solve this issue by saying that giving syntactic structure more attention could lead to git rid of these mistakes. Also it is crucial to be aware of the different between Arabic and English syntactic structure. Moreover, (Tahaineh, 2012) advises students to avoid translation from mother tongue because that will affect negatively on their learning process. . (Odlin, 1989) agrees with (Tahaineh, 2012) and explains that the transfer model is causing difficulties with cognitive issues, it does result in word-by-word translation from L1 to L2 instead of translating the whole idea.

In another relevant study, (Akasha, 2013) argues that negative and positive transfer between Arabic and English can be confusing, there are many similarities and differences between English and Arabic that can lead to such confusion. Most Arab ESL students find it difficult to deal with the vowels in English because the way they behave in their mother tongue. Hence, (Burt & Peyton, 2003) suggested that students should learn about the English symbol system and English sound symbol correspondences. That is why (Haussamen, 2003) looks for the native languages of the students and how closely they are to English, things like word order and word formation and some sounds of the language.

According to (Muftah, 2013) analyzing errors is fundamental part in teaching process. It helps teachers to recognize what causes errors, hence, bring up more efficient course plan as well as improving teaching materials. Moreover, knowing how errors occur will bring more positive feedbacks from instructors. Similarly (Yahya, 2013) agreed with (Muftah, 2013) and claimed that teachers must realize that learning a new language is stressful, students would be more comfortable with positive correction, additionally, knowing the source of the problem will enhance teachers’ ability to prepare materials that helps students to overcome their errors. Likewise, (Alhaysony, 2012) argued the importance of positive feedback saying that teachers should be friendly and caring rather than error hunters, moreover, teachers should convince their students that no one born with writing skills and that it could be learned. In the same direction (Shabbir & Bughio, 2009) stated that teachers should take advantage from the high motivation that Arab students and societies have toward English language. (Yahya, 2013) supported (Shabbir & Bughio, 2009) idea by claiming that group work will increase motivation among students.

(Ismail, 2010) conducted a study about using technology in teaching process, (Ismail, 2010) stated that technology motivate students and raise their level of interest which will lead to better results. Moreover, (Ismail, 2010) argues the importance of computer labs especially for teaching listening skill. ((Shabbir & Bughio, 2009) agreed with (Ismail, 2010) and suggested that using laptops and electronic devices is very important in teaching-learning English. (Ismail, 2010) recommended that there should be workshops to train teachers on using computer and technology in general in their classes. Moreover, there should be awards for teachers who use technology perfectly in their classes.

The significant of language learning strategies is introduced in a study conducted by (Alhaisoni, 2012) who argues the importance of learning strategies for both teachers and learners. (Alhaisoni, 2012) stated that learning strategies will increase students’ confidence, moreover, he suggested that there should be sessions to train both teachers and students on the use of language learning strategies. It has been proven by (Alhaisoni, 2012) study that proficiency students used language learning strategies more often than lower students. In addition, (Alhaisoni, 2012) recommended that language learning strategies should be integrated in the curriculum, (Alhaisoni, 2012) also stated that teachers should analyze text books that they would use and see if they have language learning strategies or not.

(Haussaman, 2003) approach was looking for all aspects surrounding the student. Starting by psychological status of the student such as is he happy to be in the class and learn English, How old is the student and is the student socializing with other native speakers of English. Another advise by (Haussaman, 2003) to ESL teachers is that whenever a student asked them a grammar question and they were not sure about the answer or don’t have difficulty clarifying the problem in a simple way, it is better to not rush and give the answer in the next session instead. As for regular classroom teachers (Schachter, 2013) advises them to improve themselves by getting an ESL certificate.

(Schachter, 2013) suggests that teacher should encourage their student to go to after class activities in order to practice the language more and more. (Al-Khatib; Malak; Sleiman; Zadorian, 2012) agrees with him and he advises teachers to encourage their students to use the English language for communication purpose.

One of the challenges that faces ESL learners is writing anxiety which is mostly due to the fear of failure (Horwitz, 1986). Thus, a number of studies have conducted to explore the effect of anxiety on ESL learners’ performance. (Alsawlhy & Foo, 2013) suggest that writing anxiety can lead to failure of the process of learning a new language. In their study, Alswalhy and Foo examined writing samples of 24 students of Alyarmouk University, Jordan; they found that the majority of the participants suffered from writing anxiety. However, (Alsawlhy & Foo, 2013) conclusion state that using Arabic in classroom by the teachers is the main reason behind writing anxiety. In addition, (Abdel-latif, 2007) provide a study based on Egyptian ESL learners and found that fear of criticism and evaluation led to uncertainty in the students writing performance. Also, (Atta & Salem & Abu Al Dyiar, 2014) analyse writing samples of Kuwaiti ESL learners and state that there is a clear relation between writing anxiety and self-efficiency.

Previous studies have focused on ESL learners writing errors. For example, (Al buainain, 2006) conduct a study on sample of 40 scripts of Qatari female ESL learners. The participants performance was consistent with (Weir, 1988) conclusions, cited from (Al buainain, 2006)

1- High frequency of grammatical errors.

2- Lack of variety in grammatical structures employed.

3- Use of inappropriate vocabulary.

4- Use of inappropriate grammatical structures.

5- Limited range of vocabulary.

6- Poor spelling.

7- Inadequate understanding of the topic.

8- Deficiency in clear self-expression.

9- Poor punctuation.

10- Poor handwriting.

11- Untidiness.

The results of (Albuainin, 2006) indicates that students failed in choosing the correct form of verb. Also, students misused verbs and struggled with tense and aspect. In addition, data showed that students couldn’t choose the correct article and struggled weather to use definite or indefinite.

Another study conducted by (Khuwaileh & Shoumalia, 2000) worked on samples of Jordanian students, they found that students have problems with coherence and cohesion. In addition, (Khuwaileh & Shoumalia, 2000) state that Jordanian students struggled with choosing appropriate vocabulary and verbs.

The above finding is consistent with (Abdelmalek & Lakkis, 2000) , which was conducted on Jordonian English major students. The results of Abdelmalek and Lakkis showed that students commited errors in the use of prepostions. Also, students struggled with choosing the correct form of verbs as well as errors in articles. Abdelmalek and Lakkis claim that the negative impact of L1 is the main reason behind these errors.

Another related study was presented by (Alhaysony, 2012) on 100 Saudi female students at Hail University. The study was conducted to examine the use of articles among students. The data showed large number of errors in choosing the correct article. Alhaysony state that the negative impact of L1 and translation from mother tongue is the reason behind these errors.

Another problem encounter by Arab ESL leraners is run-on sentences. (Gomaa, 2014) conducted a study based on scripts of Egyptian student at Misr International University; Gomaa state that students wrote many run-on sentences. However, since run-on sentence are normal in Arabic writing, Gomaa suggest that these errors are due to the negative transfer from L1 which is Arabic in this case.

In a different study (Al buainain, 2011) worked on 40 scripts of Qatari female student at Qatar University. Data have shown that Qatari students have failed on many parts in their writing. First, students struggled with the verb to be either by deletion or addition. Also, students have problem with choosing the correct auxiliary. In addtion, students have multiple issues with relative clauses. Moreover, students have limited vocabulary. However, (Al buainain, 2011) state that motivation is integral part of teaching process and that it can give students an early improvent on their writing performance.

Research finding of (Fakhri, 1994) also points towards some errors made by Arab ESL learners. In his conclusion (Fakhri, 1994) note that Arab learners have excessive use of conjunction such as (and). Thus, Fakhri claim that overusing (and) might be due to the literal meaning of the word in Arabic (wa) in which it is normal to overuse. Also, Fakhri found that Arab students do not understand the English conventions. Thus, if the students brainstorm in Arabic that will defently affect their writing performance. The finding of (Fakhri, 1994) is parallel with what (Lally, 2000) who stated that ‘’ L1 shape not only the writers thoughts during prewriting but also the form of the final composition’’.

Relatively, (Barry, 2012) presented a study about writing errors committed by Saudi ESL learners. Barry worked with Saudi students at Oakland University, Michigan. Results have shown that Saudi students have multiple problems in their writing performance. Barry claim that Saudi students have problems in word order; errors such as (boy big) instead of (big boy). The reason as Barry suggested is that Saudi students tend to translate the sentence from Arabic, hence they write using the order of Arabic sentence instead of English order. Also Barry’s conclusion is consistent with the work of (Gomaa, 2014) since she claim that Saudi students have problems with run-on sentences. Also, Barry found that Saudi students have committed a lot of spelling mistakes. In addition, students couldn’t figure out how to differentiate between plural S and possessive S.

Previous studies have concentrated on writing errors encounter by Saudi ESL learners and Arabs in general. However, some studies have gone beyond and presented methods and techniques to improve writing performance of Saudi and Arab ESL learners. For example, (Al-Buainain, 2011) stated that the traditional teaching method should be avoided, she also criticized the approach of teachers focusing on fixing grammar alone instead of adding attention to academic authentic writing. Also (Rass2011) encouraged teachers to use text analysis meaning that they analyze the essay individually taking every paragraph alone. (Al-Buainain, 2011) related the skill of writing with reading saying that they should be taught together. Along the same line (Salem & Abu Al Dyiar, 2014) agrees with her and stated that writing skill will improve if the student read more.

According to (Barry, 2014) Arab learners should follow the Standard English convention in their use of articles, capitalization, punctuation and conjunction. (Alhaysony, 2012) claimed that since the most common error is the definite article, it should be taught first by writing instructors. In another study in the same area (Bataineh, 2005) examined the article errors and suggested that instructors should be aware of the overgeneralization and simplification made by students which lead to such errors.

(Al-Buainain, 2011) investigated errors in writing made by Arab learners and came up with a number of solutions, first, writing should be included in all English courses and not make it only in writing course. Second, Teachers should motivate themselves toward the subject before motivating their students, unenthusiastic teacher would not provide students with helpful assistance. Third, it is necessary to boost motivation of students with activates and posting their work on a local/school magazine. Finally, teachers should attempt to apply numerous teaching strategies until he find the best approach to follow.

Another study conducted by (Al-Buainain, 2006), errors made by Arab learners are viewed and analyzed. (Al-Buainain, 2006) suggested some recommendations that could help improving the writing skill of Arab learners. Self-confidence is crucial quality that teachers should build in their students. Additionally, the writing exercises should be easy to predict to raise the confident level among students. Also, creating workshops for the use of mechanics of English is necessary. Raising the level of attention and enthusiasm can be clinched by involving modern technology in class e.g. laptops, games and online sources. Finally, teachers should be aware of the individual verity between students and attempt to create a course plan which fulfill the need of every possible level.

(Martin, 2012) suggested that connecting written form with spoken form is essential in teaching writing course, in addition, he stressed that it is important to focus on the spelling skill. Along the same line (Fender, 2008) claims that Arab learners should be taught how to split words into syllables to make spelling easier, moreover, Arab learners should understand the relation between morphemes and how they pronounced. In another study that focused on writing errors made by Saudi learners (Alhaysony, 2012) is convinced that Saudi learners need more practice to improve the skill of writing.

Since the majority of errors committed by Arab learners are in area of grammar, a number of studies have provided many ways to improve the grammar level of the students. For example, (Ismail, 2010) investigated the CCCC approach, this method can be summarized as follow, first, confirmation stage which includes working individually , second, clarification which includes group work, third, confirmation again but this time with the instructor and finally the consolation part which includes practicing the new role learned. (Ismail, 2010) found out that CCCC approach is preferred by students. Moreover, (Ismail, 2010) claims that CCCC has many advantages such as it involves all class participants, build students confidence and create a friendly environment.

(Muftah, 2013) thoroughly examined grammatical errors in the use of present simple tense encountered by Arab learners and presented some recommendations in order to improve the process of teaching grammar to Arab ESL learners. Teachers should focus on subject verb agreement and explains how agreement play a crucial role determining what morpheme to use in verbs. Also, it is recommended to create lists for verbs that uses(s) and others that uses (es) in order to differentiate between them. Drill practice is one of the methods that students should follow in their learning process. In addition, teachers should encourage their students to use the grammar rules that they learned in their writing tasks, this technique will induce the rule in students’ minds. Finally, teachers should mix between individual exercises and group work, the more students practice the rule the more they will gain it.

(Haussamen, 2003) believes that word order is the base of teaching grammar and said that it is crucial to make student know about the English word order. An easy way suggested by (Haussamen, 2003) in teaching ESL student pronouns is to make the students write narratives about themselves and their friends.

According to (Al-Khatib; Malak; Sleiman; Zadorian, 2012) pedagogy restricted to teaching grammar rules and vocabulary lists should be avoided because it does influence the accuracy and fluency of the second language.