Investigating Syntactic Errors among Saudi EFL Learners

Alqhtani, Malak Fhaid

doi:10.24093/awej/th.204

Cited by 4 publications

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“…Journal and Alqhtani (2018) reviewed and analyzed syntactic errors of Saudi EFL students and determined that Saudi students' errors can be classified into seven syntactic subcategories: sentence structure, adverbial clauses, relative clauses, conjunctions, articles, verbs, and prepositions. Alqhtani (2018) also conducted another study in 2018 that reinforced their previous study. The study showed that Arab EFL students' writing errors are syntactical, particularly prepositions.…”

Section: Factors Causing Low Achievement Levels For L2 Students In Samentioning

confidence: 75%

From Instructed Writing to Free-Writing: A Study of EFL Learners

Alharthi

2021

Sage Open

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Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

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Section: Factors Causing Low Achievement Levels For L2 Students In Samentioning

confidence: 75%

From Instructed Writing to Free-Writing: A Study of EFL Learners

Alharthi

2021

Sage Open

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The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

Aldukhi¹

2021

AWEJ

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The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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Employing the Writer’s Voice for Improving the Writing Abilities of the Saudi Efl Learners

Al-Shammari

2022

JILC

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This qualitative study aims at highlighting the possible underlying reasons of the Saudi EFL learners’ poor writing abilities. It also attempted to conceptualize the perceptions of university professors and Saudi EFL learners toward their current writing challenges. To achieve this purpose, three instruments namely, a) an in-depth interview, b) survey, and c) a discourse analysis of an EFL learners’ writing sample were conducted. The sample of this study consisted mainly of (5) university professors and (50) EFL learners selected conveniently from one of the Saudi northern universities. The qualitative analysis of the collected data revealed that the low writing performance of the EFL learners was attributed to their low motivation, poorly constructed self-confidence, the focus on testing and frequent focus on correctness. It was also indicated that “unrelated” or “uninterested” writing topics for learners contributed to their poor writing proficiency levels. This study hypothesizes that exposing EFL learners to more free writing tasks that help them express their own voice, thoughts, ideas, persona, identity, etc would help them improve their writing abilities considerably. It also found that limited vocabulary, testing anxiety, poor instructional practices, and inter alia were the primary themes that led to poor writing skills of learners. This study recommends language instructors to focus more on fluency without fully discarding correctness as well as including humor, identity and ‘self’ concepts in teaching writing.

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Investigating Syntactic Errors among Saudi EFL Learners

Cited by 4 publications

References 0 publications

From Instructed Writing to Free-Writing: A Study of EFL Learners

From Instructed Writing to Free-Writing: A Study of EFL Learners

The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

Employing the Writer’s Voice for Improving the Writing Abilities of the Saudi Efl Learners

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