Evaluating Capitalization Errors in Saudi Female students’ EFL writing at Bisha University

Siddiqui, Malika Anwar

doi:10.24093/awej/vol6no1.19

Cited by 10 publications

(12 citation statements)

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“…The spelling errors are attributed to the contrastive orthographic systems of Arabic and English as seen in many studies with almost similar context (Al-Jarf, 2008;Bowen, 2011;Alhaisoni, Al-Zuoud & Gaudel, 2015;Al-Busaidi & Al-Saqqaf, 2015;Alenazi, 2018). Punctuation and capitalization errors were also frequent in the data and such type of errors is common in ESL learners' writings, as in Siddiqui's (2015) study conducted in similar context.…”

Section: Articlessupporting

confidence: 55%

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Qasem¹

2020

MACL

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Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.

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Section: Articlessupporting

confidence: 55%

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Qasem¹

2020

MACL

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“…Students have numerous writing difficulties in organization, capitalization, vocabulary, grammar, spelling, prepositions, lexical items, syntax, punctuation marks and suffixes and prefixes (Ababneh, 2017;Alhaisoni, Al-Zuoud & Gaudel, 2015;Althobaiti, 2014;Javid, Farooq & Umer, 2013;Javid & Umer, 2014;Raja & Zahid, 2013;Sawalmeh, 2013;Siddiqui, 2015;Younes & Albalawi, 2015).Through analyzing their writing samples, Saudi students lack sociolinguistics competence, grammatical competence, strategic competence, and discourse competence (Almubark, 2016).Moreover, Saudi undergraduates are very weak in writing skills and usually engaged in sentence-level or at the maximum at paragraph-level academic writing (Al-Khairy, 2013b). Their writing errors refer to the interference of mother tongue, over-generalization, insufficient activities and practice of basic techniques of writing (Ahmed, 2016;Naikoo, Ganai& Tawhari, 2016).…”

Section: Language Skills Of Saudi Efl Studentsmentioning

confidence: 99%

“…Three studies of the total writing studies concentrated on spelling error (Albalawi, 2016;Alhaisoni et al, 2015;Hameed, 2016), two studies explored essay writing problems (Naikoo et al, 2016;Sawalmeh,2013), one study dealt with syntactical and punctuation errors and one investigated capitalization errors (Siddiqui, 2015). The remaining studies focused on writing problems in general.…”

Section: Writing Skillmentioning

confidence: 99%

A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

Alsowat

2017

ALLS

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This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills, reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out

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“…Wentzel and Brophy (2014) supported this by arguing that students attend schools with enthusiasm and motivation; however, when they start encountering certain external activities, such as taking tests, completing their assignments, responding to instructors' questions and having close monitoring, grading, and reporting of their performances to parents, they may start to find school psychologically threatening and anxiety-provoking. Siddiqui (2015) performed a study on female students from Saudi Arabia's Bisha University to determine the source of Saudi students' errors in writing, which contribute to their low performance. Siddiqui found that students' errors in writing primarily fall in two categories: grammar and syntax.…”

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

confidence: 99%

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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Evaluating Capitalization Errors in Saudi Female students’ EFL writing at Bisha University

Cited by 10 publications

References 0 publications

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

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

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