The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students’ writing proficiency.

BackgroundIn recent years, fibre-reinforced composite posts have been proposed for the restoration of root filled teeth as an alternative to pre-fabricated posts or metal dowels.Aims and objectivesThe aim of the study was to analyze the effect of endodontic irrigants used for removal of calcium hydroxide on the push-out bond strength of fiber posts to root canal dentin.MethodsForty human permanent single-rooted mandibular premolars with relatively straight roots were taken and access cavities were prepared and biomechanical preparation done using Rotar Y protaper file till size F2. The samples were divided into Experimental group and Control group. In Experimental groups Intracanal dressing of calcium hydroxide was removed by 2.5% NaOCl and 17% EDTA (Group1), MTAD (Group II) and Qmix (Group III). Control group did not receive Intracanal calcium hydroxide dressing. Canals were obturated using size F2 protaper gutta-percha points and AH plus sealer. After storage for 24 hours, post space was prepared. Forty Tenax fiber post (Coltene) were cemented with Rely X U200 resin. The roots were then transversally sectioned into 3 slices of 1mm thickness corresponding to cervical, middle and apical third. The slices obtained were subjected to micro-push-out bond strength test using a universal testing machine. The data obtained was subjected to statistical analysis using One-Way ANOVA test. P value of .05 was considered as statistically significant level.ResultsThe mean push-out bond strength values for controls, NaOCl/EDTA, MTAD and QMIX group at cervical third were 10.17, 15.84, 20.39 and 20.98 whereas at apical third 4.78, 8.85, 11.66 and 12.10.ConclusionQmix showed higher push-out bond strength values followed by MTAD and NaOCl/EDTA. All the groups showed lowest push-out bond strength values in the apical third followed by middle and the maximum in the cervical region.

The present study aims to explore the knowledge level and preferences regarding vocabulary learning strategies (VLSs) among the EFL university students studying English for Specific Purposes (ESP) courses. It also investigates the impact of vocabulary learning strategies on EFL learners’ performance. A sample of twenty students from an intact class participated in the study. For data collection, a triangulated approach has been employed through the usage of a questionnaire, semi-structured interviews, together with classroom observations. Moreover, the cumulative percentage of scores in the pre-tests and post-tests has been incorporated to investigate the impact of vocabulary learning strategies. SPSS software is used to calculate the T-test value. The findings demonstrate that the implementation of various vocabulary learning strategies has a substantial impact on the performance of the English language learners within the context of an English for Specific Purposes classroom. The findings have pedagogical implications in the teaching and learning of vocabulary within the ESP context.

The present study aims to explore the knowledge level and preferences regarding vocabulary learning strategies (VLSs) among the EFL university students studying English for Specific Purposes (ESP) courses. It also investigates the impact of vocabulary learning strategies on EFL learners’ performance. A sample of twenty students from an intact class participated in the study. For data collection, a triangulated approach has been employed through the usage of a questionnaire, semi-structured interviews, together with classroom observations. Moreover, the cumulative percentage of scores in the pre-tests and post-tests has been incorporated to investigate the impact of vocabulary learning strategies. SPSS software is used to calculate the T-test value. The findings demonstrate that the implementation of various vocabulary learning strategies has a substantial impact on the performance of the English language learners within the context of an English for Specific Purposes classroom. The findings have pedagogical implications in the teaching and learning of vocabulary within the ESP context.

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