This study aims at investigating the effect of EFL learners' LI system or knowledge on the quality of their L2 essays or compositions in terms of content, organization, and style. This study is based on the analysis of 46 English compositions written by EFL Arab university students. It particularly examines differences be/ween resulting from two writing processes (i) essays written first in Arabic and then translated into English by the same student, and (ii) essays written direct into English. Composing directly in English. It also examines the relationship between these two writing processes and students' proficiency levI. The results reveal that although the two major factors of composing process and proficiency level did not significantly affect the quality of written texts, yet translations were rated slightly higher than direct compositions.
Hashim H. Noor