Building on previous studies of cross-linguistic influence (CLI) on SLA, and principled criteria for confirming its existence in L2 data, an empirical study was run on 74 Arab learners of English (ALEs). A detailed analysis was made of Interlanguage stages of the simple past tense forms in 222 written texts produced by ALEs in the classroom settings.Written texts were collected from each subject at 3 stages in the experiment (after 2 weeks, 2 months and 4 months). The analysis of the non-target-like forms indicated that interlanguage stages do not appear in isolation.Quantitative and qualitative analysis in addition to descriptive analysis indicated seven interlanguage stages that ALEs may go through in the acquisition of the simple past. The stages will be presented and detailed examples will be given of the way in which the non-target-like forms were categorized.

This study investigates one of the most common issues namely the crosslinguistic influence of the L1 in learning L2 grammar, specifically the acquisition of the simple past tense. The researcher believes that the simple past tense forms produced by learners sometimes appear to have originated in L2 and sometimes in L1. An empirical study was conducted on 74 Arab Learners of English (ALEs) which lasted four months. A detailed analysis was made of the acquisition of the simple past tense forms in 222 written texts produced by ALEs. Written texts were collected chronologically from each subject at three stages in the experiment. Quantitative analysis shows the crosslinguistic influence of L1 (Arabic) in acquiring the linguistic items of L2 (English) in general and in acquiring the simple past in particular.

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Based on the shortcomings found in previous methods of teaching writing and following recent works in applied linguistics and second language acquisition on form-focused instruction, explicit teaching and learning, and types of feedback, the Innovated Writing Process (IWP) approach was designed. This is one of the findings of an empirical study in the context of Arab learners of English (ALEs) in the Sultanate of Oman. It is also an attempt to apply Sociocultural Theory in classroom settings and to show how input can be well-processed which, in turn, can develop the second language (L2) learners' internalized grammatical system.The method used in this study indicates that metalinguistic feedback-one form of interaction between the instructor and learners -may be one of the most successful feedback types in helping L2 learners acquire second language linguistic items.

The study aims to understand the impact of different factors on the performance of GCC entrepreneurs and to what extent this effect is different between women and men. To accomplish the determined aim, the research used quantitative research method. Survey strategy has been implanted to collect the data via structured questionnaire technique. The questionnaire was distributed online for 750 GCC male and female entrepreneurs. 262 responses have been received. The data was analysed using descriptive analysis while ANOVA was implemented to assess the differences between men and women in their reflections towards determinants of their performance. The investigation found that females consider education, training and business networks and access to finance are significant factors impact their performance. GCC women’s performance is affected by these determinants more than men counterparts. Both men and women entrepreneurs believe that access to finance as an important determinant for their performance without significant difference between the two genders. This research provides a proper guidance for the policy makers to give more attention to education and training for women entrepreneurs. More focus on entrepreneurship education may foster the women entrepreneurship. Training is also a significant determinant of their performance than men. This may pay the attention to the role of supporting institutions, even formal or informal; to design proper training programmes for women entrepreneurs. Supporting institutions needs also to play more roles towards enforcing the networks for women entrepreneurs.