Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study

Shousha, Amal Ibrahim; Farrag, Nahed Moussa; Althaqafi, Abeer Sultan

doi:10.5539/elt.v13n8p46

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…Many studies have discussed the reasons behind the difficulties faced by Saudi students when writing in English (Alghammas & Alhuwaydi, 2020;Alshammari, 2020;Khadawardi, 2022). Other studies have examined the extensive number of challenges that Saudi students specifically confront when attempting to improve their English writing ability and have also detailed methods to overcome those difficulties (Ahmed, 2019;Alkodimi & Al-Ahdal, 2021;Almalki, 2020;Altamimi & Ab Rashid, 2019;Khadawardi, 2022;Khatter, 2019;Shousha et al, 2020). For instance, Alzahrani et al (2020) utilized a questionnaire to investigate the writing skills of 12th-grade Saudi learners and identify whether their writing ability needed improving.…”

Section: Background Of the Studymentioning

confidence: 99%

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Alnefaie

2023

IJLTER

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Across all levels of study, many college and university English as a Foreign Language (EFL) undergraduate students find it difficult to write paragraphs in English. Indeed, many EFL teachers expect their students to easily create well-written paragraphs; however, after only a few hours of instruction, teachers tend to find that many students simply do not meet such expectations. Thus, this study investigated EFL undergraduate students at two different levels of their college education and explored their perspectives on essential writing components in the construction of well-structured paragraphs, including grammar, vocabulary, and organization. The study also discussed the least important writing aspects that may not at all impact the comprehensibility of written paragraphs. Additionally, the study investigated the strengths and weaknesses of EFL students’ English writing. The participants were selected using the convenience sampling method. The final sample included 15 level five college students with an intermediate level of English and 15 level nine students with a high level of English, totaling 30 students. All participants belonged to the Department of Applied Linguistics. Data were collected through mixed-method research. The participants received both online and descriptive surveys. The researcher analyzed the quantitative data by using the Statistical Package for Social Sciences (IBM SPSS Statistics version 25) and thematic analysis for the qualitative data. The results of the present study showed minor differences in students’ perspectives regarding the most and least important aspects of writing across the two student levels. However, there were significant differences in the respective areas for improvement, including grammar and mechanics. This paper concludes that regardless of the students’ college level, students shared similar perceptions about the most and least important components of English writing. They all considered grammar the most important aspect of writing and mechanics the least important. Accordingly, the researcher recommends that curriculum designers and EFL instructors analyze their students' needs and weaknesses to design appropriate materials and teaching methods.

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Section: Background Of the Studymentioning

confidence: 99%

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Alnefaie

2023

IJLTER

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“…Fifteen purposively selected respondents wrote an essay titled 'Appropriate word order in English matters' to understand the underlying reasons, opinions, and motivations (Shousha, Farrag & Althaqafi, 2020). As the approach was more cross-sectional than longitudinal, the essay was written within 25 minutes after which the researcher collected the scripts.…”

Section: 2data Collection Proceduresmentioning

confidence: 99%

Strategies for Word Order Variation Repair between English and Tshivenda at a Rural University

Nephawe

2022

IJLLS

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Competence in rules for arranging appropriate word order in sentences avoids ambiguity and misinterpretation in communication. Nevertheless, non-native English speakers experience difficulties in word order due to variations between English and Tshivenda. This paper examined strategies for word order variation repair between the two languages. A qualitative research approach was adopted to obtain an in-depth understanding of the use of word order in written essays. An action research method was utilised as it is a critical classroom-based inquiry for identifying and improving the teaching and learning of a particular grammatical aspect. Data were collected from 15 purposefully selected Module 1141 English Communication Skills students at the University of Venda, South Africa. A pilot study was conducted on the use of word order by 10 students who were not part of the study group but shared similar characteristics with them. After utilising discourse critical analysis, it was revealed that learners experienced difficulties regarding declarative, interrogative and negative sentences. However, after employing scaffolding strategies, the students' performance was preternatural because the lowest challenge was misformation, with only 8%, while misordering had 11%. Therefore, scaffolding strategies are recommended in teaching and learning English word order.

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“…The usage of different methods in many studies on spelling analysis of bilinguals is observed through the relevant literature. In some studies, a structured approach is adopted by addressing the elements such as grammar, spelling, and punctuation (Ahmad et al, 2015;Altiparmak & Demir, 2020;Ardila et al, 2017;Polad, 2018;Shousha et al, 2020), while a broader scope was created by including the (Cetinkaya, 2015;Yilmaz & Demir, 2020), cognitive and communicative elements in others. The errors were analyzed by categorizing them separately in terms of the related mother tongue and target language in some studies (Kaweera, 2013;Kosasih, 2019;Sijonu, 2018).…”

Section: Detection Of Writing Errorsmentioning

confidence: 99%

Determination of The Writing Errors of Bilingual Turkish Students in France (Example of Lyon)

Halitoglu¹

2021

Participatory Educational Research

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This study tried to determine the errors in writing samples to clarify the proficiency and deficiency of writing in the mother tongue of Turkish children who live in France. Participants in the study included 25 students who studied Turkish and Turkish culture at the level of primary and secondary public schools in Lyon, France. In the research, document analysis method was used within the framework of the qualitative research model. Twenty-five writing papers collected after a writing task assigned by Turkish and Turkish culture teachers during the class including 4,695 words, constitute the data set of the research. Writing samples obtained from students were accepted as documents and subjected to content analysis. Content analysis was done through Nvivo 12 qualitative data analysis program, which is frequently used in qualitative research. Within the scope of the research, a total of 1669 error codes were obtained in four categories from the documents. It was seen that the highest number of errors occurred in the category of writing errors with the error code 656, followed by spelling errors with the error code 622, inter-language transfer errors with the error code 248, and punctuation errors with the error code 143. The result is that students in France should go through a more qualified learning process in their native language writing skills.

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Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study

Cited by 7 publications

References 10 publications

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Strategies for Word Order Variation Repair between English and Tshivenda at a Rural University

Determination of The Writing Errors of Bilingual Turkish Students in France (Example of Lyon)

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