Arabic Essay Writing among Non-Native Learners: A Scoping Review of Pedagogies, Feedback, Assessment, and Evidence Gaps
Keywords:
Arabic composition, Essay writing, Writing assessment, Scoping reviewAbstract
Arabic essay writing requires organization, linguistic accuracy, feedback, and revision, yet the literature uses heterogeneous tasks and outcomes. This article develops a scoping-review framework for mapping essay and paragraph writing among non-native Arabic learners. Population–Concept–Context criteria, multilingual Boolean searches, and PRISMA-ScR reporting fields were specified. A targeted preliminary register of 20 original-study candidates was charted, without comprehensive Scopus, Web of Science, or ERIC screening. Candidate studies examine process writing, genre scaffolding, peer feedback, collaborative tasks, digital resources, error analysis, and assessment. Their outcomes range from independently assessed texts to orthographic errors and learner perceptions. These outcomes cannot support a common effectiveness estimate. A completed review will require independent eligibility decisions, full-text extraction, comparable writing measures, and reconciled PRISMA counts. The present synthesis is preliminary and does not establish field-wide research frequencies.
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