Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study

Abdelmohsen, Moustafa Mohamed

doi:10.37745/bjel.2013/vol10n4117

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…The findings indicated that a substantial proportion of errors stemmed from intralingual transfer, suggesting that many errors were likely due to language-specific developmental patterns within the target language (L2). This result aligns with previous studies (Abdelmohsen, 2022;Bensen Bostancı, 2019;Hourani, 2008;Nayernia, 2011). Nevertheless, results of some studies contradict this finding (Kırkgöz, 2010;Malmir, 2014;Rattanadilok Na Phuket & Othman, 2015;Shiva & Navidinia, 2021;Wu & Garza, 2014).…”

Section: Discussionsupporting

confidence: 91%

An Analysis of Turkish EFL Students’ Writing Errors

KADAN

2023

Journal of Teacher Education and Lifelong Learning

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Various errors come out during writing as it is a highly complicated skill and requires higher-order thinking skills to activate the cognitive processes. Determining these errors is crucial for eliminating them. Mostly preferred way for determining them is performing an Error Analysis (EA). Hence, employing a screening model, the study aimed to reveal types, categories, and sources of errors in Turkish EFL students’ writings as well as to explore potential differences in error frequencies based on their departments and genders by performing an EA. The data obtained from the research were analyzed through document analysis. The sample of the study included 42 students studying at ELT and ELL departments of a state university in Türkiye. All of them were in English preparatory classes and at B2 level. They were asked to write an essay in 150-250 words about one of the given topics. The error analysis revealed a total of 962 errors in Turkish EFL students’ writings. The errors were gathered under three types: grammatical, semantical, and mechanical errors. Among these, grammatical errors were the most prevalent, encompassing a wide range of categories including verb/tense errors, article errors, preposition errors, and others. Semantical errors, involving word choice, coherence, and ambiguity, followed next in frequency. Mechanical errors namely spelling, capitalization, punctuation, and contractions, were also prominent. The current study sought to explore whether there were statistically significant differences in error frequencies between students majoring in English Language Teaching (ELT) and English Language and Literature (ELL), as well as between female and male students. The analysis demonstrated that there were statistically no significant differences between the error frequencies of ELT and ELL students. On the other hand, a statistically significant difference was observed between error frequencies of female and male students. Female students produced less errors compared to the male ones.

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Section: Discussionsupporting

confidence: 91%

An Analysis of Turkish EFL Students’ Writing Errors

KADAN

2023

Journal of Teacher Education and Lifelong Learning

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“…Numerous studies have been conducted in the past few decades on the social construction of masculinity, how male adolescents observe how they and their peers exhibit heteronormative masculinity, and the many ways that these limiting constructions may influence male writers' attitudes and performance (Abdelmohsen, 2022;Camacho et al, 2021;Hansen, 2001;Lee, 2013;Saraswati & Andini, 2022). Upon uncovering empirical evidence in the early 21 st century of gender differences in student writing, Peterson (2001) conducted a survey of educators to ascertain their attributions to the phenomena mentioned above.…”

Section: Male Adolescents' Awareness Of Writing-related Gender Stereo...mentioning

confidence: 99%

Gender Gap in the Writing Practice and Identity Experienced by Male University Students in South Kalimantan

Rahman

2023

Muadalah

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The gender gap between male and female teenage authors causes considerable difficulty in literature. In this work, I employed qualitative research methods to unearth the intricate narratives of personal experiences masked by quantitative research approaches. I used a semi-structured interview format to talk with the participants about their ideas in greater detail. Five university students aged 17 to 19 took part in the study. According to the findings, the absence of gender equality in the writing development of male adolescents is a contributing factor to the gender gap that exists in male adolescents' writing growth. Male and female writing abilities differ significantly, severely impacting young males' educational and professional objectives. By learning more about the writing experiences of college-bound male teenagers, I could gain insights that could be used to improve educational policy and practice. Therefore, it is essential to understand male adolescents' writing identities and provide them with a voice. Additionally, it is essential to learn more about and comprehend the policies and practices that can assist in closing the gender success gap in writing practice.

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Formation of foreign language written and speech competence of students of linguistic directions in the conditions of learning in cooperation

Dashkina

2022

Tamb. Un. Rev. Ser. Hum.

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The definition of written and speech competence is given, and criteria for its formation, such as the ability to fully disclose the topic; consistency, reasonableness and consistency of presentation; the variety of vocabulary and the correctness of its use, as well as the correctness, complexity and variety of grammatical structures are proposed. Various forms of joint classroom and extracurricular educational and cognitive activities in the preparation of a writing practice are considered, such as discussion of the essay topic, mutual verification and mutual spelling and punctuation dictation, preparation of presentations on new material. The scheme of organization of joint classroom and extracurricular activities of students in the preparation of assignments for written practice has been developed, described and tested. According to given scheme, students work in small groups in MS Teams, preparing presentations explaining various aspects of essay writing, developing control questions and practical tasks for other students, as well as discussing possible ideas for the next essay. An experiment that demonstrates a higher efficiency of the formation of written-speech competence of students of linguistic directions in the conditions of learning in cooperation is described. Students of the experimental group prepared tasks in small groups leading discussions in MS Teams, while in the control group, students worked individually, performing the same tasks as in the experimental group. Higher scores for final essays in the experimental group are explained by a deeper study of the material due to its discussion with other members of the small group and the development of a clear argument through discussions on the topics of upcoming essays, as well as through mutual verification of written works, allowing students to critically approach their own works.

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Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study

Cited by 3 publications

References 19 publications

An Analysis of Turkish EFL Students’ Writing Errors

An Analysis of Turkish EFL Students’ Writing Errors

Gender Gap in the Writing Practice and Identity Experienced by Male University Students in South Kalimantan

Formation of foreign language written and speech competence of students of linguistic directions in the conditions of learning in cooperation

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